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Application of creative learning principles within blended teacher professional development on integration of computer programming education into elementary and middle school classrooms

机译：在混合教师专业发展中的应用创意学习原则在计算机规划教育整合到小学教室中的纳入

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Purpose - While it is particularly important that professional programs help teachers become members of a community of practice, especially in crisis situations such as the COVID-19 pandemic, there is a lack of research about strategies to effectively encourage the development of a community of practice and to support teachers' transformation of their way of teaching. Thus, this paper aims to report on lessons learned from a blended professional development (PD) program for elementary and middle school teachers in Japan focused on computer programming education. In particular, the authors explored how application of the creative learning principles in the blended teacher PD may have helped to nurture a community of practice among teachers in Japan, and how the creative learning principles may be a valuable framework for designing online or blended teacher PD to support teachers' transition into emergency remote education. Design/methodology/approach - This paper reports on the lessons learned from two iterations of blended teacher PD situated within a larger design-based research project on applying creative learning pedagogy in teacher PD. Creative learning is a learning approach focused on engagement in personally meaningful projects by tinkering with materials and learning from peers. A total of 26 teachers and coaches participated, all of whom work in elementary or middle schools across Nagano prefecture in Japan. Participant experiences were evaluated based on a pre-survey and a post-survey conducted before and after the in-person kick-off camp; observation notes taken; a final report submitted by each teacher; a debrief meeting at the end of the program; and semi-structured interviews with three selected participants after the program concluded. For this paper, the authors focus on two participants who fully and actively engaged in the program, and they introduce their stories to highlight the outcomes from the PD. Findings - The results highlight how a blended PD designed to support creative learning of teachers provided teachers with opportunities to gain help from other teachers and cultivate their expertise. The results also illustrated that how a community of practice emerged from the PD program, providing teachers with moral support when they tried new lesson designs. This paper offers several recommendations for designing professional learning experiences for instructional designers and professional developers that incorporate remote learning technologies. Originality/value - While an increased number of studies have shown the values of online and blended communities of practice for teacher PD, there are still limited insights on different strategies to support teachers in transforming their teaching practices. They generally do not provide teachers with opportunities to continue learning with and from one another beyond the program itself. This study examined the teachers' experiences in a unique PD that implemented a creative learning approach into a blended learning environment for teachers.
机译：目的 - 虽然专业计划尤为重要，但职业计划有助于教师成为一群业务社区的成员，特别是在Covid-19大流行等危机情况下，缺乏有关策略的研究，以有效鼓励发展惯例的发展并支持教师的教学方式转变。因此，本文旨在报告日本小学和中学教师的混合专业发展（PD）计划的经验教训，专注于计算机规划教育。特别是，提交人探讨了如何在混合教师PD中的创造性学习原则的应用可能有助于培养日本教师之间的惯例社区，以及创造性的学习原则如何成为设计在线或混合教师PD的宝贵框架支持教师转移到紧急远程教育。设计/方法论/方法 - 本文报告了在大型设计的研究项目中，在较大的基于设计的研究项目中，在教师PD中应用创意学习教育学中的两个迭代的经验教训报告。创意学习是一种学习方法，专注于通过与同龄人的材料进行修改和学习来接触个人有意义的项目。共有26名教师和教练参加了所有在日本长野县的小学或中学工作。参与者经验是根据预先调查的预期和调查后的审查，前后的开球营地;观察笔记;每位教师提交的最终报告;计划结束时的汇报会议;在计划结束后，有三名选定参与者的半结构化访谈。为此论文，作者侧重于两名参与者，他们完全和积极地从事该计划，他们介绍了他们的故事来突出来自PD的结果。调查结果 - 结果突出了旨在支持教师创造性学习的混合PD为教师提供了从其他教师获得帮助的机会，并培养他们的专业知识。结果还表明，如何从PD计划中出现的实践社区，当他们尝试了新的课程设计时，为教师提供道德支持。本文为设计涉及远程学习技术的教学设计师和专业开发人员设计专业学习经验提供了若干建议。原创性/价值 - 虽然研究数量增加，但在线和混合的教师PD的展示的价值观，仍有有限的对不同策略的有限洞察，以支持教师转换教学实践。他们通常不会为教师提供有机会继续学习和彼此之外的彼此之外的机会。本研究审查了教师在一个独特的PD中的经验，为教师实施了创造性的学习方法。

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