Theoretical Rationale for Designing a Blended Learning Teachers’ Professional Development Program

Abstract

This chapter explores the underlying theoretical principles that provided the basis for the design and implementation of a professional development program for informatics teachers in Greece. A blended learning model was adopted combining live workshop meetings, face-to-face in-lab training sessions and online videoconferencing sessions. The framework of constructivism and experiential learning was used as a theoretical rationale for the combination of face-to-face activities with online learning experiences. It is shown that a blended learning design based on the principles of constructivism and experiential learning pedagogy can provide vital tools for the creation of an active environment for informatics teachers’ professional development. Also, it appears that a promising direction for further investigation, in terms of improving the learning outcome based on the same theoretical principles, is the more detailed design of the sequence of learning activities and a closer look at the development of communities of practice among teachers.

Preparing Student Teachers to Teach: A Technology-Enhanced, Reflective, and Collaborative Model

“…In support of integrating technology into teacher education, Dziuban et al (2018) noted that blended learning provides opportunities by interacting with almost every aspect of higher education, and because of its flexibility, it allows for maximizing positive education functions. Several studies investigated the effectiveness of blended learning situations in teacher education (Fuchs, 2010;Mouzakis et al, 2012;Zagouras et al, 2022). Huhn (2012) noted that one of the characteristics of a successful and encouraging foreign language teacher education program is giving teacher candidates the chance to participate in technology-enhanced instruction.…”

Face to face or blended learning? A case study: Teacher training in the pedagogical use of ICT

“…It was also indicated that the combination of different training models (in-labs and on-line training, workshops etc. ), was perceived as a challenging innovation by teachers and attracted their interest (Mouzakis et al, 2012). Moreover, specific issues and difficulties have been met for the design of a blended learning model for teacher training on ICT (Dagdilelis, 2014).…”