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Technology, Pedagogy and Education Volume 28, 2019 - Issue 2: Technology for Teacher Learning and Performance
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Supporting teacher reflection during online professional development: a logic modelling approach

Brent PhilipsenDepartment of Educational Sciences, Faculty of Psychology and Educational Sciences, Vrije Universiteit Brussel, Brussels, Belgium;Department of Educational Development, Karel de Grote University of Applied Sciences, Antwerp, BelgiumCorrespondence[email protected]
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Jo TondeurInterfaculty Department of Teacher Education, Vrije Universiteit Brussel, Brussels, Belgium;Department of Educational Studies, Ghent University, Ghent, BelgiumView further author information
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Susan McKenneyFaculty of Behavioural, Management and Social Sciences, University of Twente, Enschede, The NetherlandsORCID Iconhttp://orcid.org/0000-0002-6028-4098View further author information
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Chang ZhuDepartment of Educational Sciences, Faculty of Psychology and Educational Sciences, Vrije Universiteit Brussel, Brussels, BelgiumORCID Iconhttp://orcid.org/0000-0002-0057-275XView further author information
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Pages 237-253 | Received 18 Jan 2018, Accepted 18 Mar 2019, Published online: 25 Apr 2019

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Brent Philipsen, Jo Tondeur, Ronny Scherer, Bram Pynoo & Chang Zhu. (2022) Measuring institutional support for online and blended learning professional development: validating an instrument that examines teachers’ perceptions. International Journal of Research & Method in Education 45:2, pages 164-179.
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Articles from other publishers (10)

Min Chen, Yanqiu Liu, Harrison Hao Yang, Yating Li & Chi Zhou. (2023) Investigating teachers’ participation patterns in online teacher professional development: what is the relationship between participation frequency and participation quality?. Education and Information Technologies 28:11, pages 15011-15030.
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Marcel Capparozza, Nora Fröhlich, Alexandra Dehmel & Benjamin Fauth. 2023. Bildung für eine digitale Zukunft. Bildung für eine digitale Zukunft 363 397 .
Emily Perry. (2022) Teacher Professional Development in Changing Circumstances: The Impact of COVID-19 on Schools’ Approaches to Professional Development. Education Sciences 13:1, pages 48.
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Mohammadreza Ehteshami, Zainab Golzari & Laila Fathi. (2022) Designing a Model of Professional Development Courses for Faculty Members of Farhangian University with a Flipped Learning Approach: A Meta-Synthesis Study. Iranian Evolutionary and Educational Psychology 4:4, pages 13-31.
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Jason D. DeHart. 2022. Handbook of Research on Digital-Based Assessment and Innovative Practices in Education. Handbook of Research on Digital-Based Assessment and Innovative Practices in Education 30 43 .
Evgenia A. Yurinova, Olga G. Byrdina & Svetlana G. Dolzhenko. (2021) Transprofessional competences of school teachers in the digital environment: education employers’ perspective. Education and Information Technologies 27:2, pages 1841-1863.
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Jason D. DeHart. 2022. Handbook of Research on Adapting Remote Learning Practices for Early Childhood and Elementary School Classrooms. Handbook of Research on Adapting Remote Learning Practices for Early Childhood and Elementary School Classrooms 636 650 .
Clara Viegas & Natércia Lima. 2022. Learning with Technologies and Technologies in Learning. Learning with Technologies and Technologies in Learning 603 628 .
Karen Birgitte Dille & Fredrik Mørk Røkenes. (2021) Teachers’ professional development in formal online communities: A scoping review. Teaching and Teacher Education 105, pages 103431.
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Poluliashchenko Iurii. (2020) PROFESSIONAL TRAINING OF FUTURE TEACHERS OF PHYSICAL CULTURE AS AN IMPORTANT COMPONENT OF PATRIOTIC EDUCATION. International Journal of Innovative Technologies in Social Science:6(27).
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