Naslov
Hybrid learning as a new challenge of teacher professionalization

Autori
Mirosavljević, Ana

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni

Izvornik
1st International Online Scientific Conference ICT in Life Conference proceedings. Contemporary society meeting ICT challenges and issues / Đurđević Babić, Ivana ; Galzina, Vjekoslav - Osijek : Fakultet za odgojne i obrazovne znanosti Sveučilišta Josipa Jurja Strossmayera u Osijeku ; Hrvatska akademija znanosti i umjetnosti (HAZU) ; Centar za znanstveni rad u Vinkovcima, 2022, 251-261

Skup
1st online International Conference ICT in Life: Contemporary society meeting ICT challenges and issues (ICTiL 2022)

Mjesto i datum
Online, 13.05.2022

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
hybrid learning, hybrid learning environment, professionalization, student, teacher

Sažetak
The COVID-19 pandemic has significantly speed up the application of blended learning methods worldwide. The educational process is becoming increasingly predestined to take place in hybrid learning spaces, where they really and virtually merge. Teachers were also forced to use information and communication technologies in teaching in order to be able to successfully deal with everyday challenges imposed by the emergency situation and respond to the needs of their students as well as their own professional needs. In such circumstances, hybrid learning becomes an indispensable part of their professionalization, which is already facing certain problems. The paper discusses the factors of hybrid learning in the context of the development of professional identity of teachers as well as various aspects of the educational process that are affected by hybrid learning. The features of a hybrid learning environment in which learning needs to be carefully planned are highlighted because it also allows more flexibility for students without compromising their learning experiences. In this way, the paper analyzes the new dimensions of teacher professionalization through the relationships between teaching practice and their own examples of hybrid learning. Based on this knowledge, the paper provides recommendations for planning hybrid spaces for learning.

Izvorni jezik
Hrvatski

Znanstvena područja
Pedagogija

POVEZANOST RADA