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Remote and Blended Teacher Education: A Rapid Review

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Title: Remote and Blended Teacher Education: A Rapid Review
Authors: Perry, Thomas (ORCID 0000-0002-6124-467X), Findon, Madeleine, Cordingley, Philippa
Source: Education Sciences. 2021 11.
Availability: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Peer Reviewed: Y
Page Count: 42
Publication Date: 2021
Document Type: Journal Articles
Information Analyses
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Education, Distance Education, Blended Learning, Educational Technology, Technology Uses in Education, Barriers, Program Effectiveness, Conventional Instruction, Faculty Development, Preservice Teacher Education, Educational Methods
ISSN: 2227-7102
Abstract: Initial and continuing teacher education are increasingly making use of remote and blended modes of education. Conducted in the summer of 2020 during the COVID-19 pandemic, this rapid review brings together literature and evidence to inform planning for remote and blended teacher education during restrictions in face-to-face teaching activity. The review consists of three main parts: first, a descriptive framework of modes of remote and blended teacher education; second, an exploratory review of the affordances and limitations of remote and blended approaches connecting the literature on effective teacher education with reviews of remote and blended approaches; third, a rapid review of evidence on the efficacy of remote and blended approaches, including of a small number of studies comparing these to face-to-face equivalents. We conclude that remote and blended teacher education is likely to become an increasingly important part of the teacher education landscape and there are plausible theoretical reasons suggesting that it can be effective with suitable design. However, we find too few studies presenting robust evidence to enable firm conclusions to be drawn on the relative effectiveness of modes and approaches. The review provides a foundation for further research and practice in this area.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1307346
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Remote and Blended Teacher Education: A Rapid Review
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  Data: <searchLink fieldCode="AR" term="%22Perry%2C+Thomas%22">Perry, Thomas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6124-467X">0000-0002-6124-467X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Findon%2C+Madeleine%22">Findon, Madeleine</searchLink><br /><searchLink fieldCode="AR" term="%22Cordingley%2C+Philippa%22">Cordingley, Philippa</searchLink>
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  Data: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
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  Data: 42
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Conventional+Instruction%22">Conventional Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Methods%22">Educational Methods</searchLink>
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  Data: Initial and continuing teacher education are increasingly making use of remote and blended modes of education. Conducted in the summer of 2020 during the COVID-19 pandemic, this rapid review brings together literature and evidence to inform planning for remote and blended teacher education during restrictions in face-to-face teaching activity. The review consists of three main parts: first, a descriptive framework of modes of remote and blended teacher education; second, an exploratory review of the affordances and limitations of remote and blended approaches connecting the literature on effective teacher education with reviews of remote and blended approaches; third, a rapid review of evidence on the efficacy of remote and blended approaches, including of a small number of studies comparing these to face-to-face equivalents. We conclude that remote and blended teacher education is likely to become an increasingly important part of the teacher education landscape and there are plausible theoretical reasons suggesting that it can be effective with suitable design. However, we find too few studies presenting robust evidence to enable firm conclusions to be drawn on the relative effectiveness of modes and approaches. The review provides a foundation for further research and practice in this area.
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      Pagination:
        PageCount: 42
    Subjects:
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Program Effectiveness
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      – SubjectFull: Conventional Instruction
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      – SubjectFull: Faculty Development
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      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Educational Methods
        Type: general
    Titles:
      – TitleFull: Remote and Blended Teacher Education: A Rapid Review
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              Y: 2021
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