Digitalization of K-12 Teacher Training

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.