Preparing Teachers to Teach in K-12 Blended Environments: A Systematic Mapping Review of Research Trends, Impact, and Themes

Autor/inn/en	Short, Cecil R.; Graham, Charles R.; Holmes, Theresa; Oviatt, Laura; Bateman, Hannah
Titel	Preparing Teachers to Teach in K-12 Blended Environments: A Systematic Mapping Review of Research Trends, Impact, and Themes
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 65 (2021) 6, S.993-1009 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Short, Cecil R.) ORCID (Graham, Charles R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-021-00626-4
Schlagwörter	Teacher Education; Elementary School Teachers; Secondary School Teachers; Blended Learning; COVID-19; Pandemics; Distance Education; Teaching Methods; Educational Trends; Educational Research; Citation Analysis; Publications; Research Methodology + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Distance study; Distance learning; Fernunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsentwicklung; Bildungsforschung; Pädagogische Forschung; Citation; Citations; Zitatenanalyse; Zitat; Research method; Forschungsmethode
Abstract	Despite evidence concerning the widespread growth of K-12 blended teaching and the impact that emergency remote teaching during the COVID-19 pandemic has had on the spread of K-12 online and blended teaching, we could find no systematic reviews focused on preparing K-12 teachers for blended teaching. Previous literature reviews, such as those from Halverson et al. (2012) and Drysdale et al. (2013), have noted the lack of research focused on K-12 blended teaching contexts. This systematic mapping review (Grant & Booth, 2009) of 88 K-12 blended teacher preparation articles focused on identifying trends in author impact according to citation count and number of publications, journal impact according to number of publications, prevalence of research methods, and prevalence of research themes according to research questions and findings. The analysis provides a valuable snapshot of current literature, sets a foundation for a deeper thematic analysis of K-12 blended teacher preparation literature, and identifies some potential areas for future K-12 blended teaching research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01