Abstract
This chapter explores the need for reform in teacher training and professional development of K-12 teachers. Barriers caused by traditional models of professional development courses will be addressed. Information from a phenomenological study investigating teachers' attitudes, perceptions, and motivations regarding blended professional development will provide guidance and insights on the value of blended learning methods. An author-created theoretical framework for blended online professional development, which combines the convenience of online learning with face-to-face learning communities, will be shared. The chapter concludes with recommendations for school system leaders on how to meet the needs and desires of teachers, as well as for the digitalization of teacher training to reform professional development practices and promote 21st century skills for both staff and students.
TopIntroduction
A study of blended learning professional development (blended PD), partial face-to-face and online instruction for professional development of teachers in K-12 settings, was conducted with K-12 in-service teachers. The study serves to document teachers’ experiences participating in blended PD courses in an effort to inform school system leaders on how to provide more effective, flexible, and affordable professional development opportunities for K-12 teachers. The history of blended learning, its characteristics, implications in educational settings, and current research will contribute to the background of the study. Information from a phenomenological investigation conducted following blended PD within a Community of Practice, will share teachers’ experiences including attitudes, perceptions, and motivations for participating in professional development. An author-created theoretical framework will be highlighted. The chapter concludes with recommendations for school system leaders on how to utilize blended learning to reform professional development practices which overcome barriers of traditional teacher training models and develop 21st century competencies for staff and students.
Key Terms in this Chapter
Digitalization: Using digital and mobile technologies to engage and transform systems and ways of conducting business, including educational systems and processes.
Community of Practice (CoP): A group of people with common subject knowledge or background, professional relationships, and interests or experiences, who collaborate to work towards a common goal or purpose.
Professional Development (PD): On-the-job training for teachers which provides information and/or experiences with the goal of improving instruction to increase teachers’ effectiveness; may also be called staff development or in-service training.
Blended Learning (BL): An instructional method which uses some combination of face-to-face learning and online learning; may also be called hybrid learning.
Online Learning: Use of distance learning techniques where all the learning takes place using digital technologies either synchronously or asynchronously.
Blended Learning for Professional Development (Blended PD): A form of teacher training utilizing a combination of face-to-face workshop sessions and online techniques.
Learning Management System (LMS): An online learning platform which is web-based and used to house collaborative tools such as, but not limited to discussion boards, blogs, wikis, and chatrooms. The platform may also be used to share content and materials, as well as provide a common place to collect assignments.
Phenomenology: A qualitative technique utilizing interviews, questionnaires, and/or observations to understand a subject’s experience within a certain context.