Ko, G. E., Kyu, Y., Joo, S. H., & Resta, P. E. (2021). Enhancing student-centered blended teaching competency: A South Korean teacher PD case study. Journal of Technology and Teacher Education, 29(2), 195-224. https://www.learntechlib.org/primary/p/219071/

Abstract:

“The unforeseen school closures in response to the COVID-19 outbreak have brought unique challenges to teachers, who were required to not only flexibly shift between on- and off-line learning, but also safely promote student-centered and collaborative learning in socially distanced remote and on-campus classrooms. Teachers in South Korea, one of the first countries to transition to blended teaching in response to the pandemic, faced similar challenges with limited time, infrastructure, resources, and training to prepare for this unprecedented situation. This case study provides evidence-based insights on how a teacher-initiated Professional Development (PD) session on blended teaching can support teachers to address these challenges. The PD session was designed in partnership with a Korean district office and the subject-based Communities of Practice (CoP) within the district to provide insights on teacher-initiated bottom-up transformation in blended teaching. Both quantitative and qualitative data showed teachers’ increased understanding of Technological Pedagogical Content Knowledge (TPACK) and blended teaching competencies (BTC) after the PD session. This study provides ideas and strategies for PD sessions to promote flexible design and implementation of blended teaching in variable learning contexts as well as mindset changes that can persist in the post-COVID era.”