Seven responses to Philipsen et al.'s study offer valuable ideas and guidelines for developing TPD for OBL in times of crisis¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Respondents agreed that Philipsen et al.'s paper offers valuable ideas and guidelines for reflection on how to develop TPD for OBL in times of crisis, covering multiple perspectives. → Gloria Natividad Beltrán del Río 2021

Evidence¶

Gloria Natividad Beltrán del Río 2021¶

Gloria Natividad Beltrán del Río. (2021). A useful framework for teacher professional development for online and blended learning to use as guidance in times of crisis. Education Tech Research Dev. https://doi.org/10.1007/s11423-021-09953-y

q2 · i? · review · r1

Editorial synthesis of the special issue: seven response articles from perspectives including practice, design, research, international, critical pedagogy, and K-12, offering "valuable ideas and guidelines for reflection" on TPD for OBL in crisis conditions.

"These respondents agreed that Philipsen et al.'s paper offers several valuable ideas and guidelines for reflection on how to develop TPD for OBL in times of crisis"

Discussion¶

Related Claims¶

• Few existing studies distinguished generalized teacher PD from teacher PD for online and blended learning — related
• The Philipsen et al. framework findings can be applied to guide TPD for recovery and a resilient education system — a narrower finding that bears on this claim
• The Philipsen et al. framework functions as a model of inquiry for examining TPD for OBL strategies in crisis contexts — related
• Liberatory ideas are implicitly embedded in the TPD for OBL framework — related
• The COVID-19 mandated shift to digital teaching created learning and performance contexts so different that the Philipsen et al. TPD-for-OBL framework's applicability may be limited — related
• The Philipsen et al. framework of TPD components for online and blended learning is biased toward higher education settings — related
• The meta-aggregative review lacks an explicitly critical framework and under-addresses equity — related
• Prior TPD research focused on teacher impact, leaving student-centered evaluation of TPD for OBL unexamined — related
• The pandemic made professional learning about online and blended learning immediately relevant and highly sought after by teachers who had previously been difficult to persuade to prioritise it — related