Supporting teacher reflection during online professional development: a logic modelling approach

Brent Philipsen*, Jo Tondeur, Susan McKenney, Chang Zhu

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

1 Citation (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)237-253
Number of pages17
JournalTechnology, pedagogy and education
Volume28
Issue number2
DOIs
Publication statusPublished - 25 Apr 2019

Keywords

  • UT-Hybrid-D
  • online technologies
  • Teaching online
  • online teacher professional development

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