References
- Ali, T. (2017). Raising teachers’ voices: An in-depth qualitative inquiry into teachers’ working conditions and professional development needs in Khyber Pakhtunkhwa, a province of Pakistan. Teacher. Development, 22, 78–104. https://doi.org/10.1080/13664530.2017.1308432
- Alsalamah, A., & Callinan, C. (2021). Adaptation of Kirkpatrick’s four-level model of training criteria to evaluate training programmes for head teachers. Education Sciences, 11, 116. https://doi.org/10.3390/educsci11030116
- Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13, 544–559. https://doi.org/10.46743/2160-3715/2008.1573
- Calleja, J. (2022). Changes in mathematics teachers’ self-reported beliefs and practices over the course of a blended continuing professional development programme. Mathematics Education Research Journal, 34, 835–861. https://doi.org/10.1007/s13394-021-00370-1
- Chen, J. L., & Lu, D. (2019). Review and prospect of the construction of teachers in rural primary and secondary schools in the 70 years since the founding of New China. Contemporary Educational Science, 10, 9–13.
- Corbin, J., & Strauss, A. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). Sage Publications, Inc. https://doi.org/10.4135/9781452230153
- Day, C., Sammons, P., & Gorgen, K. (2020). Successful school leadership. Education Development Trust. https://files.eric.ed.gov/fulltext/ED614324.pdf
- Doğan, S., & Adams, A. (2018). Effect of professional learning communities on teachers and students: Reporting updated results and raising questions about research design. School Effectiveness and School Improvement, 29, 634–659. https://doi.org/10.1080/09243453.2018.1500921
- Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education, 51, 187–199. https://doi.org/10.1016/j.compedu.2007.05.001
- Eaton, S. E., Dressler, R., Gereluk, D., & Becker, S. (2015). A Review of the literature on rural and remote pre-service teacher preparation with a focus on blended and e-learning models. University of Calgary. https://files.eric.ed.gov/fulltext/ED561177.pdf
- Fernández-Cruz, F. J., & Fernández-Díaz, M. J. (2016). Generation Z’s teachers and their digital skills. Comunicar, 24, 97–105. https://doi.org/10.3916/C46-2016-10
- Fu, W. D. (2018). The construction of teacher troops in rural primary and secondary schools in China: Initiatives, effects and experience over 40 years of reform and opening. Education Economics, 04, 22–29.
- Fu, W. D., & Fan, X. Z. (2018). On the supporting project of rural teachers (2015–2020): Effect, problems and measure. Journal of Central China Normal University (Humanities and Social Sciences), 57, 163–173.
- Gao, H. B. (2018). Empirical study on the effect of distance training for primary and secondary school teachers. Education Research, 04, 98–110.
- Garbe, C., & Louloudi, E. (2018). Handbook of success factors in blended learning offers for teachers in-service-training. Ble*Teach.
- Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38, 915–945. https://doi.org/10.3102/00028312038004915
- Geng, S., Law, K. M., & Niu, B. (2019). Investigating self-directed learning and technology readiness in blending learning environment. International Journal of Educational Technology in Higher Education, 16, 1–22. https://doi.org/10.1186/s41239-019-0147-0
- Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. The International Journal of Research in Education and Science, 1, 175–191. https://files.eric.ed.gov/fulltext/EJ1105224.pdf
- Ginesti, J., & Impedovo, M. A. (2020). International teachers professional developing: Blended learning between Europe and Asia. Education Studies Moscow, 2, 114–127. https://doi.org/10.17323/1814-9545-2020-2-114-127
- Goos, M., O’Donoghue, J., Ríordáin, M. N., Faulkner, F., Hall, T., & O’Meara, N. (2020). Designing a national blended learning program for “out-of-field” mathematics teacher professional development. ZDM, 5, 893–905. https://doi.org/10.1007/s11858-020-01136-y
- Graham, C. R., Allen, S., & Ure, D. (2005). Benefits and challenges of blended learning environments. In M. Khosrow-Pour, D. B. A. (Ed.), Encyclopedia of information science and technology, First Edition (pp. 253–259). IGI Global. https://doi.org/10.4018/978-1-59140-553-5.ch047
- Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), Handbook of blended learning: Global perspectives, local designs (pp. 3–21). Pfeiffer.
- Hallinger, P., & Liu, S. (2016). Leadership and teacher learning in urban and rural schools in China: Meeting the dual challenges of equity and effectiveness. International Journal of Educational Development, 51, 163–173. https://doi.org/10.1016/j.ijedudev.2016.10.001
- Halverson, L. R., Graham, C. R., Spring, K. J., Drysdale, J. S., & Henrie, C. R. (2014). A thematic analysis of the most highly cited scholarship in the first decade of blended learning research. The Internet and Higher Education, 20, 20–34. https://doi.org/10.1016/j.iheduc.2013.09.004
- He, J. L., & Zhao, X. G. (2021). The historical logic and optimization strategy of the policy evolution of rural teacher team construction in China: Analysis based on policy text. Journal of Shanxi University (Philosophy and Social Science Edition), 4, 71–91. https://doi.org/10.15983/j.cnki.sxss.2021.0742
- Hidayat, M. L., Prasetiyo, W. H., & Wantoro, J. (2019). Pre-service student teachers’ perception of using google classroom in a blended course. Humanities & Social Sciences Reviews, 7, 363–368. https://doi.org/10.18510/hssr.2019.7242
- Huckle, J. (2012). Teacher education for sustainability in network society: Combining digital and sustainability literacies. Journal of Teacher Education for Sustainability, 14(2), 130–146. https://doi.org/10.2478/v10099-012-0013-9
- Kafyulilo, A., Fisser, P., & Voogt, J. (2015). Factors affecting teachers’ continuation of technology use in teaching. Education and Information Technologies, 21, 1535–1554. https://doi.org/10.1007/s10639-015-9398-0
- Kalogiannakis, M., & Papadakis, S. (2019). Evaluating pre-service kindergarten teachers’ intention to adopt and use tablets into teaching practice for natural sciences. International Journal of Mobile Learning and Organisation, 13, 113–127. https://doi.org/10.1504/IJMLO.2019.096479
- Kannan, K., & Narayanan, K. (2015). A structural equation modelling approach for massive blended synchronous teacher training. Educational Technology & Society, 18, 1–15. https://www.jstor.org/stable/jeductechsoci.18.3.1
- Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86, 945–980. http://www.jstor.org/stable/44668240
- Kim, M. J., & Martin, K. (2020). How rural educators improve professional capital in a blended professional learning network. In L. Schnellert (Ed.), Professional learning networks: Facilitating transformation in diverse contexts with equity-seeking communities (Emerald Professional Learning Networks Series) (pp. 107–139). Emerald Publishing Limited.
- Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels (3rd ed.). Berrett-Koehler Publishers.
- Krasnova, L. A., & Shurygin, V. Y. (2019). Blended learning of physics in the context of the professional development of teachers. International Journal of Technology Enhanced Learning, 12, 38–52. https://doi.org/10.3991/ijet.v14i23.11084
- Li, H. F., & Wang, W. (2020). An exploration of the mixed learning mode about generating practical knowledge for student teachers. Modern Distance Education, 4, 10–18.
- Li, T., Lu, S., Shang, W. W., & Huang, Y. F. (2020). Research on rural teacher policy implementation under the construction of social network. Journal of The Chinese Society of Education, 07, 50–55.
- Li, Y., & Yang, H. X. (2020). The dilemmas and countermeasures for informatization development of urban and rural compulsory education. Journal of Educational Science of Hunan Normal University, 3, 97–108, 114. https://doi.org/10.19503/j.cnki.1671-6124.2022.03.010
- Lin, K. S. (2015). The structure, status quo and promotion mechanism of workplace learning environment for vocational teachers. Journal of Vocational and Technical Education, 34, 46–50.
- Ling, Z., Na, J., Yan-Li, S., & Sriyanto, J. (2020). School culture and professional development of school teachers from urban and rural areas in China. Cakrawala Pendidikan, 39, 609–619. https://doi.org/10.21831/cp.v39i3.31580
- Liu, Q. T., Lu, G. Q., Wu, L. J., & Deng, W. J. (2021). Research on factors influencing satisfaction of primary and secondary school teachers with hybrid teacher training. Modern Distance Education, 1, 3–12.
- Loyalka, P., Popova, A., Li, G., & Shi, Z. (2019). Does teacher training actually work? Evidence from a large-scale randomized evaluation of a national teacher training program. American Economic Journal: Applied Economics, 11(3), 128–154. https://doi.org/10.1257/app.20170226
- Marcial, D. E., & Habalo, D. P. (2017). Success level of a hybrid training in teacher education: Experiences in a developing country. Information Technologies and Learning Tools, 62, 140–150. https://doi.org/10.33407/itlt.v62i6.1806
- Mavropoulos, A. A., Sipitanou, A., & Pampouri, A. (2019). Training of adult trainers: implementation and evaluation of a higher education program in Greece. International Review of Research in Open and Distributed Learning, 20, 279–288. https://doi.org/10.19173/irrodl.v20i1.4143
- Mirķe, E., Cakula, S., & Tzivian, L. (2019). Measuring teachers-as-learners’ digital skills and readiness to study online for successful e-learning experience. Journal of Teacher Education for Sustainability, 21(2), 5–16.
- Moore, R., Vitale, D., & Stawinoga, N. (2018). The digital divide and educational equity: A look at students with very limited access to electronic devices at home. ACT Research & Center for Equity in Learning. https://files.eric.ed.gov/fulltext/ED593163.pdf
- Nakidien, T., Singh, M., & Sayed, Y. (2021). Teachers and teacher education: Limitations and possibilities of attaining SDG 4 in South Africa. Education Sciences, 11, 66. https://doi.org/10.3390/educsci11020066
- Niess, M. L. (2011). Investigating TPACK: Knowledge growth in teaching with technology. Journal of Educational Computing Research, 44, 299–317. https://doi.org/10.2190/EC.44.3.c
- Office of the State Council, China. (2015). Notice of the General Office of the State Council on the Issuance of the Rural Teacher Support Program (2015–2020). Office of the State Council. http://www.gov.cn/zhengce/content/2015-06/08/content_9833.htm
- Ouellette, R. R., Frazier, S. L., Shernoff, E.S., Cappella, E., Mehta, T. G., Maríñez-Lora, A., Cua, G., & Atkins, M. S. (2018). Teacher job stress and satisfaction in urban schools: Disentangling individual-, classroom-, and organizational-level influences. Behavior Therapy, 49, 494–508. https://doi.org/10.1016/j.beth.2017.11.011
- Padilla-Meléndez, A., Aguila-Obra, del A. R., & Garrido-Moreno, A. (2013). Perceived playfulness, gender differences and technology acceptance model in a blended learning scenario. Computers & Education, 63, 306–317. https://doi.org/10.1016/j.compedu.2012.12.014
- Pang, L. J., Jin, Z. F., Yang, X. M., & Wang, H. L. (2020). On improving the policy system of rural teachers team construction for implementing the rural revitalization strategy. Journal of Beijing Normal University (Social Sciences), 6, 5–14.
- Portillo, J., & de la Serna, A. L. (2021). An international perspective for ‘Improving teacher professional development for online and blended learning: A systematic meta-aggregative review’. Educational Technology Research and Development, 69, 25–28. https://doi.org/10.1007%2Fs11423-020-09851-9
- Ranieri, M., Bruni, I., & Xivry, A. C. O. (2017). Teachers’ professional development on digital and media literacy. Findings and recommendations from a European project. Research on Education and Media, 9(2), 10–19. https://doi.org/10-19.10.1515/rem-2017-0009
- Resta, P., Laferrière, T., McLaughlin, R., & Kouraogo, A. (2018). Issues and challenges related to digital equity: An overview. In J. Voogt, G. Knezek, R. Christensen & K. W. Lai (Eds.), Second handbook of information technology in primary and secondary education (pp. 87–1004). Springer.
- Šabić, J., Baranović, B., & Rogošić, S. (2022). Teachers’ self-efficacy for using information and communication technology: The interaction effect of gender and age. Informatics in Education, 21, 353–373. https://doi.org/10.15388/infedu.2022.11
- Schleicher, A. (2016). Teaching excellence through professional learning and policy reform: Lessons from around the world. International Summit on the Teaching Profession, OECD Publishing. https://doi.org/10.1787/9789264252059-en
- Shi, Y. H., Wei, Y. T., & Yang, H. (2018). The development and bridging of teachers’ digital divide – Based on the perspective from information divide to literacy divide. Modern Educational Technology, 3, 59–65.
- Singh, H. (2021). Building effective blended learning programs. In B. H. Khan, S. Affouneh, S. H. Salha & Z. N. Khlaif (Eds.), Challenges and opportunities for the global implementation of e-learning frameworks (pp. 15–23). IGI Global.
- Thorne, S., Kirkham, S. R., & O’Flynn-Magee, K. (2004). The analytic challenge in interpretive description. International Journal of Qualitative Methods, 3, 1–11. https://doi.org/10.1177/160940690400300101
- UNESCO. (2016). Education 2030. Incheon declaration and framework for action for the implementation of sustainable development goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for All. UNESCO. https://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for-action-implementation-of-sdg4-2016-en_2.pdf
- Vladimirova, K., & Le Blanc, D. (2016). Exploring links between education and sustainable development goals through the lens of UN flagship reports. Sustainable Development, 24 (4), 254–271. https://doi.org/10.1002/sd.1626
- Waage, J., Yap, C., Bell, S., Levy, C., Mace, G., Pegram, T., Unterhalter, E., Dasandi, N., Hudson, D., Kock. R., Mayhew, S., Marx, C., & Poole, N. (2015). Governing the UN Sustainable Development Goals: Interactions, infrastructures, and institutions. The Lancet Global Health, 3(5), e251–e252. https://doi.org/10.1016/S2214-109X(15)70112-9
- Wang, Y., & Hu, G. H. (2021). Investigation and analysis of the need for situation and development of rural junior middle school teachers’ training mode in Hebei in the new era. Educational Practice and Theory, 2, 34–39.
- Wu, D., Zhou, C., Liang, X., Li, Y., & Chen, M. (2022). Integrating technology into teaching: Factors influencing rural teachers’ innovative behavior. Education and Information Technologies, 27(4), 5325–5348. https://doi.org/10.1007/s10639-021-10815-6
- Xu, G. T., Zhou, Z. W., & Ye, J. S. (2020). Research on the influencing factors of rural teachers’ technology application based on the grounded theory. Open Education Research, 3, 111–119. https://doi.org/10.13966/j.cnki.kfjyyj.2020.03.012
- Yang, L., & Zhu, D. Q. (2019). Evaluation and promotion strategies of teachers’ informationized learning power. Modern Distance Education, 6, 20–28. https://doi.org/10.13927/j.cnki.yuan.2019.0059
- Ye, L., & Yang, H. (2020). From digital divide to social inclusion: A tale of mobile platform empowerment in rural areas. Sustainability, 12, 2424. https://doi.org/10.3390/su12062424
- Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage.
- Zhang, N., Liu, Q. T., Lu, G. Q., Sun, L. X., Luo, L., & Huang, Y. (2020). Measurement and difference analysis of teachers’ learning motivation level in regional training: Based on demographic perspective. Modern Distance Education, 01, 19–28. https://doi.org/10.13927/j.cnki.yuan.2020.0003
- Zhao, L. L. (2018a). Based on the perspective of technology acceptance the influencing factors and improving path of rural school principals’ informatization teaching leadership: An empirical study. Journal of Educational Science of Hunan Normal University, 5, 25–32. https://doi.org/10.19503/j.cnki.1671-6124.2018.05.008
- Zhao, X. L. (2018b). Deep training for rural teachers in the Internet age. E-education Research, 4, 86–92. https://doi.org/10.13811/j.cnki.eer.2018.04.013
- Zhou, Y. (2018). The structural imbalance and the policy system of solving on the primary and middle school teachers in northwest rural areas. Educational Science Research, 11, 93–96.
- Zhao, Y., Li, M., & Xu, W. W. (2024). The dilemma and countermeasures of rural teacher staff construction: Data analysis based on 4587 questionnaires and 232 interviews in s province. Journal of Teacher Education, (02),112–120. https://doi.org/10.13718/j.cnki.jsjy.2024.02.012