Innovative Hybrid Learning: A New Paradigm in Teacher Education for Transformative Learning

Abstract

Toward the construction of a new paradigm in teacher education in a globalized and digitalized society where it is intended to value knowledge and teacher professional development sustained by collaboration and cooperation, training policies and models based on technology-enhanced active learning will be required. This chapter aims to analyze the dimensions that can affect these training models within a new educational paradigm, at the level of professional development and increase of technological skills, collaborative processes for the creation of communities of practice, and promotion of active learning that contribute to innovative hybrid environments and transformative learning. In the Covid-19 post-pandemic, it is crucial to study and mobilize the experiences developed in the educational field exploring how these can be harnessed to build this new educational paradigm. This work aims to contribute with a reasoned reflection and insights concerning learning models and methodologies in teacher education that contribute to transformative active learning. Focusing on the link between preservice and in-service teacher education, the interrelation among teacher education and evaluation, and the construction of innovative technology-enhanced learning environments, for instance through the active training model.

Citation

Rodrigues, A.L. (2023), "Innovative Hybrid Learning: A New Paradigm in Teacher Education for Transformative Learning", Lytras, M.D. (Ed.) Active and Transformative Learning in STEAM Disciplines (Emerald Studies in Active and Transformative Learning in Higher Education), Emerald Publishing Limited, Leeds, pp. 153-175. https://doi.org/10.1108/978-1-83753-618-420231008