Abstract
In order to fully realise the potential of online and blended learning (OBL), teacher professional development (TPD) strategies on how to teach in an online or blended learning environment are needed. While many studies examine the effects of TPD strategies, fewer studies target the specific important components of these strategies. This study addresses that gap by conducting a systematic review of qualitative data consisting of 15 articles on TPD that targets OBL. Using a meta-aggregative approach, six different synthesised findings were identified and integrated into a visual framework of the key components of TPD for OBL. These synthesised findings are the base for the action recommendations which present specific and contextualised suggestions. Taken together, the findings can inform in-service teachers and trainers, together with further research and development efforts that are concerned with TPD for OBL.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
