An international perspective for ‘Improving teacher professional development for online and blended learning: a systematic meta-aggregative review’
La publicación de Javier Portillo y Arantzazu López de la Serna ya puede consultarse online en la prestigiosa revista Educational Technology Research and Development:
El artículo describe, desde una perspectiva internacional, algunas de las cuestiones abiertas que nos deja la experiencia de Enseñanza Remota de Emergencia a la que ha obligado la COVID-19. Se reflexiona sobre el impacto que ello debería tener sobre la Formación Profesional del Profesorado en Enseñanza Online e Híbrida.
International organisations like UNESCO and ILO highlight that Teacher Professional Development (TPD) for Online and Blended Learning are a priority in the present scenario. Guides for an appropriated TPD are very necessary for the recovery as well as for a resilient education system. Most of the researches conducted in West-European contexts assume most learners use computers on an everyday basis, while half the world’s students do not have access to a household computer. Dreesen et al. (2020) reported that most of the countries have adopted a remote education based on some combination of digital platforms, television, radio, take-home packages, home visits, text messaging and phone calls. The article describes this and other international issues raised by the Emergency Remote Learning and their impact in Teacher Professional Development.
Portillo, J., Lopez de la Serna, A. An international perspective for ‘Improving teacher professional development for online and blended learning: a systematic meta-aggregative review’. Education Tech Research Dev (2020). https://doi.org/10.1007/s11423-020-09851-9
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