TY - JOUR
T1 - Supporting teacher reflection during online professional development
T2 - a logic modelling approach
AU - Philipsen, Brent
AU - Tondeur, Jo
AU - McKenney, Susan
AU - Zhu, Chang
PY - 2019/4/25
Y1 - 2019/4/25
N2 - This article aims to shed light on our understanding of how teacher reflection could be fostered through online teacher professional development. In this respect, the presented article starts from three theoretical foundations, namely the characterisation of online teacher professional development, logic modelling and fostering teacher reflection. Based on these foundations, a logic model is constructed and subsequently used to analyse an online teacher professional development programme. The examined online teacher professional development trajectory is the Digital Didactics programme, which originated in Flanders (Dutch-speaking part of Belgium). Twenty participants and four coaches participated in the study. The results explain how reflection was fostered through several online teacher professional development programme features. The reflective practices that formed the main outcomes of this study were mainly from a behavioural, attitudinal and social nature. The conclusions drawn can inform both theory and practice on how online teacher professional development could instigate teacher reflection.
AB - This article aims to shed light on our understanding of how teacher reflection could be fostered through online teacher professional development. In this respect, the presented article starts from three theoretical foundations, namely the characterisation of online teacher professional development, logic modelling and fostering teacher reflection. Based on these foundations, a logic model is constructed and subsequently used to analyse an online teacher professional development programme. The examined online teacher professional development trajectory is the Digital Didactics programme, which originated in Flanders (Dutch-speaking part of Belgium). Twenty participants and four coaches participated in the study. The results explain how reflection was fostered through several online teacher professional development programme features. The reflective practices that formed the main outcomes of this study were mainly from a behavioural, attitudinal and social nature. The conclusions drawn can inform both theory and practice on how online teacher professional development could instigate teacher reflection.
KW - online technologies
KW - Teaching online
KW - online teacher professional development
KW - 22/4 OA procedure
UR - http://www.scopus.com/inward/record.url?scp=85065136241&partnerID=8YFLogxK
U2 - 10.1080/1475939X.2019.1602077
DO - 10.1080/1475939X.2019.1602077
M3 - Article
AN - SCOPUS:85065136241
VL - 28
SP - 237
EP - 253
JO - Technology, pedagogy and education
JF - Technology, pedagogy and education
SN - 1475-939X
IS - 2
ER -