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

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

Charalambos Mouzakis, Haralampos Tsaknakis, Chrysanthi Tziortzioti
Copyright: © 2012 |Pages: 16
ISBN13: 9781466609396|ISBN10: 1466609397|EISBN13: 9781466609402
DOI: 10.4018/978-1-4666-0939-6.ch014
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MLA

Mouzakis, Charalambos, et al. "Theoretical Rationale for Designing a Blended Learning Teachers’ Professional Development Program." Blended Learning Environments for Adults: Evaluations and Frameworks, edited by Panagiotes S. Anastasiades, IGI Global, 2012, pp. 274-289. https://doi.org/10.4018/978-1-4666-0939-6.ch014

APA

Mouzakis, C., Tsaknakis, H., & Tziortzioti, C. (2012). Theoretical Rationale for Designing a Blended Learning Teachers’ Professional Development Program. In P. Anastasiades (Ed.), Blended Learning Environments for Adults: Evaluations and Frameworks (pp. 274-289). IGI Global. https://doi.org/10.4018/978-1-4666-0939-6.ch014

Chicago

Mouzakis, Charalambos, Haralampos Tsaknakis, and Chrysanthi Tziortzioti. "Theoretical Rationale for Designing a Blended Learning Teachers’ Professional Development Program." In Blended Learning Environments for Adults: Evaluations and Frameworks, edited by Panagiotes S. Anastasiades, 274-289. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-4666-0939-6.ch014

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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.

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