Resilience Factors in Teacher Training on Blended Learning in the 9-12 Classroom

Autor/in	Randall, Danielle
Titel	Resilience Factors in Teacher Training on Blended Learning in the 9-12 Classroom
Quelle	(2023), (286 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Grand Canyon University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-5879-3
Schlagwörter	Hochschulschrift; Dissertation; Secondary School Teachers; Secondary Schools; Teacher Education; Blended Learning; Resilience (Psychology); Theories; Teacher Attitudes; Educational Needs; Administrators; School Districts; Social Support Groups; Arizona + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Sekundarschule; Lehrerausbildung; Lehrerbildung; Theory; Theorie; Lehrerverhalten; Educational need; Bildungsbedarf; School district; Schulbezirk; Social support; Soziale Unterstützung
Abstract	The purpose of this qualitative case study was to explore how resilience factors from teacher training influenced blended learning incorporation in the 9-12 classroom. Kumar's resilience theory was the foundation for the overall research question: How do 9-12 teachers perceive training that influences resilience in the incorporation of blended learning in the 9-12 classroom? Further, this question was broken down into sub questions for each of Kumar's resilience theory factors: creativity, confidences, change acceptance, connectedness, communication, curiosity, control, and clarity of focus. Data were collected from various secondary schools in Southern Arizona. An online questionnaire (n=38) with open-ended questions and semi-structured interviews (n=10), and a focus group (n=4) to collect data. Data analysis included a multi-step thematic analysis, using reflexivity to create codes. From there, nine rich codes were generated from each of the eight sub-research questions. Participants' answers fell into one of the nine codes: (a) descriptors, (b) tools/resources, (c) feelings/reactions, (d) reasons, (e) community, (f) peers, (g) training, (h) abilities, (i) pedagogy. The results of this study indicated a severe lack of support and training for blended learning from administrators and districts. Findings may be applied to teacher preparation programs at universities and consistent blended learning training provided by schools and/or districts to keep up with the increasing demand of technology-driven instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01