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Attention focuses on how participants use notes from lesson-planning experience and on the mediation strategies implemented by the tutor during virtual sessions. Results indicate that introducing professional experience, while generally accepted, may be irrelevant or only modestly impact professional learning development. Tutors require specific expertise to support meaning-making and to help teachers shift from exchanging experiences to appropriating the target concepts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/mediated-blended-learning-environment-how-and-what-do-teachers-learn/600679/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/mediated-blended-learning-environment-how-and-what-do-teachers-learn/600679.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main goal of the study described in the document?","Question",{"text":112,"@type":113},"To clarify how sharing professional teaching experiences affects teachers’ professional learning, especially in a blended-learning in-service setting.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What role do tutor mediation strategies play in teachers’ learning?",{"text":117,"@type":113},"The study analyzes mediation strategies used by the tutor in virtual sessions and how these strategies help participants make meaning from their prior experience.",{"name":119,"@type":110,"acceptedAnswer":120},"Do shared professional experiences always improve in-service teachers’ learning?",{"text":121,"@type":113},"No. The study suggests that sharing professional experience can be irrelevant or may only produce modest impact on professional learning development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600679,1793041167,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","mediated blended learning environment: how and what do teachers learn?  \nBringing in professional Experience to a Discussion Mediated by a Blended-learning Environment:  \nHow and What do Teachers Learn?  \nMaria da Luz Correia *  \n[marialuz.correia@gmail.com](marialuz.correia@gmail.com)  \nTeresa Mauri Majós *  \n[teresamauri@ub.edu](teresamauri@ub.edu)  \nRosa Colomina Álvarez *  \n[rosacolomina@ub.edu](rosacolomina@ub.edu)  \n* Department of Developmental and Educational Psychology  \nUniversity of Barcelona, Spain  \nAbstract  \nWe discuss the results of a study aimed at shedding light on the influence that the sharing of professional teaching experiences may have on teachers’professional learning. The focus is on the uses that participants make of their notes about their lesson planning experience in an in-service blended learning course, and the mediation strategies undertaken by the tutor in the virtual sessions . The study suggests that bringing in professional experience, which is generally well accepted, appears to be irrelevant, or may show a modest impact on professional learning development. Specific expertise is necessary for tutors to be able to support the meaning making process and effectively help in-service teachers to move from the mere exchange of experiences towards the appropriation of the target concepts .  \nKey words  \nProfessional development; reflective diaries; meaning making; mediation of learning in virtual environments .  \nM. L. Correia, T. Mauri & R. Colomina,  \nDigital Education Review-Number 24, December2013-[http://greav.ub.edu/der/](http://greav.ub.edu/der/ 113)[ 113](http://greav.ub.edu/der/ 113)  \nIncorporando la experiencia profesional en la discusión mediada  \npor un entorno blended-learning:  \n¿cómo y qué aprenden los profesores?  \nResumen  \nDiscutimos los resultados de un estudio cuya finalidad es profundizar en la comprensión de cómo la compartición de experiencias profesionales de enseñanza puede influir en el aprendizaje profesional del profesorado. El foco incide en los usos que hacen los docentes, en un curso blended-learning, de las anotaciones sobre su experiencia de planificación de las clases y las estrategias de mediaciónllevadas a cabo por el tutor en las sesiones virtuales . El estudio sugiere que incorporar las experiencias profesionales al proceso formativo recoge una buena aceptación general, pero puede ser irrelevante o producir un impacto modesto en el desarrollo del aprendizaje profesional. Los tutores necesitan de competenciasespecíficas para poder apoyar el proceso de const rucción de significados y ayudarefectivamente a los docentes para que logren progresar desde del mero intercambio de experiencias hacia la apropiación de los nuevos conceptos .  \nPalabras clave  \nDesarrollo profesional; diarios reflexivos; construcción de significados; mediacióndel aprendizaje en entornos virtuales .  \nM. L. Correia, T. Mauri & R. Colomina,  \nDigital Education Review-Number 24, December2013-[http://greav.ub.edu/der/](http://greav.ub.edu/der/ 114)[ 114](http://greav.ub.edu/der/ 114)  \nI. Introduction  \nThis case study addresses the need for a better understanding of how teachers’ professional development benefits from sharing and reflecting on experiences throughout lifelong learning, particularly in education systems characterised by a non-collaborative culture . In the particular context of the Portuguese education system it is important to gain a better understanding of how teachers develop when instructional programs stimulate the sharing of diary notes about lesson plans . A study by the OECD describes Portuguese teachers as “autonomous”, “functioning independently”, especially in the upper grades, and immersed in a non-collaborative culture, similar to some other democracies in Europe and elsewhere . It is hard to find “developmental classroom observation, professional feedback, peer discussion and coaching opportunities […] an‘open-door’ climate of willingness to share classroom prac","cbCaigFRYDopLBSF","https://ap.wps.com/l/cbCaigFRYDopLBSF","pdf",692532,22,"English","# Introduction\n## Theoretical frame of reference","[{\"question\":\"What is the main goal of the study described in the document?\",\"answer\":\"To clarify how sharing professional teaching experiences affects teachers’ professional learning, especially in a blended-learning in-service setting.\"},{\"question\":\"What role do tutor mediation strategies play in teachers’ learning?\",\"answer\":\"The study analyzes mediation strategies used by the tutor in virtual sessions and how these strategies help participants make meaning from their prior experience.\"},{\"question\":\"Do shared professional experiences always improve in-service teachers’ learning?\",\"answer\":\"No. The study suggests that sharing professional experience can be irrelevant or may only produce modest impact on professional learning development.\"}]","mediated blended learning environment: how and what do teachers learn | PDF",1792091156,55]