Preparing Social Studies Teachers and Librarians for Blended Teaching

Autor/inn/en	Stevens, Mark; Borup, Jered; Barbour, Michael K.
Titel	Preparing Social Studies Teachers and Librarians for Blended Teaching
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 18 (2018) 4 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Preservice Teachers; Teacher Education; Social Studies; Library Education; Librarians; Blended Learning; Faculty Development; School Libraries; Instructional Design; Instructional Effectiveness; Definitions; Educational Trends; School Districts; Public Schools; High Schools; Secondary School Teachers; Teacher Attitudes; Librarian Attitudes; Skill Development + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Gemeinschaftskunde; Bibliothekarausbildung; Librarian; Bibliothekar; Bibliothekarin; School library; Schulbibliothek; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Begriffsbestimmung; Bildungsentwicklung; School district; Schulbezirk; Public school; Öffentliche Schule; High school; Oberschule; Lehrerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Blended learning has grown rapidly in K-12 schools and is commonly seen as a potential vehicle to make learning more student centered by providing students with some level of control over their learning pace and path. As a result, blended learning is most likely to have a transformative effect when it is paired with constructivist learning strategies, such as guided inquiry, that emphasize student choice. In the research described in this paper, the authors examined one school district's year-long professional development efforts to prepare social studies teachers and school librarians to design and facilitate blended learning units. They conducted 11 interviews with six participants and two focus groups with seven participants. Based on their analysis of the interview and focus group transcripts, they found that the professional development was effective at improving participants' blended teaching knowledge, skills, and perceptions. Participants valued the facilitators' feedback and modeling. They also found their interactions and collaborations with other participants to be valuable when attempting to apply their learning to their classrooms. Actually facilitating units with their own students resulted in the largest impact on their perceptions of blended learning. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01