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A response to an article entitled “Improving teacher professional development for online and blended learning: a systematic meta-aggregative review”

Authors
  • An, Yunjo1
  • 1 University of North Texas,
Type
Published Article
Journal
Educational Technology Research and Development
Publisher
Springer US
Publication Date
Oct 26, 2020
Pages
1–4
Identifiers
DOI: 10.1007/s11423-020-09844-8
PMID: 33132665
PMCID: PMC7587166
Source
PubMed Central
Keywords
License
Unknown

Abstract

This response reviews the article entitled “Improving teacher professional development for online and blended learning: a systematic meta-aggregative review” (Philipsen in Educ Technol Res Dev 67:1145–1174, 2019) from a practice perspective. Philipsen (Educ Technol Res Dev 67:1145–1174, 2019) conducted a systematic meta-aggregative review that targets teacher professional development for online and blended learning. This paper summarizes the key findings of their study and discusses the value of the findings and how they could be applied to prepare K-12 teachers for online and blended learning. Limitations of the study and suggestions for future research are also discussed.

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