A STUDY OF A BLENDED DIDACTIC APPROACH TO TEACHER PROFESSIONAL DEVELOPMENT IN GEOGRAPHY

Abstract

In this paper we study a blended didactic approachthat was implemented by Primary School teachers in the field of Geography. The didactic approach aimed to implement a new training method and examine factors which affected collaboration between teachers. The cognitive area used was geographic coordinates and map construction, as well the production of teaching-learning plans on the subject of instrument orientation for pupils. The approach included lectures, web-based courses, fieldwork activities and investigation of parameters that affect collaboration via asynchronous dialogues. The results showed that the blended didactic approach which we planned, tested and implemented constitutes an innovative proposal for teacher training in Primary Education, relating to both knowledge improvement in the field of geographic coordinates and map construction, as well as promoting active involvement and interaction among participants which may facilitate sustainable collaboration among in-service teachers.