Developing a Learning Community in Online Teacher Professional Development A Qualitative Case Study

2015 ◽  
Author(s):  
Carolina Bustamante ◽  
Aleidine Moeller
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Teacher Professional Development ◽  
Qualitative Case Study ◽  
Teacher Professional ◽  
Online Teacher ◽  
Online Teacher Professional Development

What’s in Your Gifted Education Online Teacher Professional Development? Incorporating Theory- and Practice-Based Elements of Instructional Learning Design

2020 ◽  
Vol 64 (4) ◽  
pp. 304-318
Author(s):  
Matthew J. Edinger
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Gifted Education ◽  
Discussion Board ◽  
Theory And Practice ◽  
Self Report ◽  
Learning Design ◽  
Teacher Professional ◽  
Online Teacher ◽  
Online Teacher Professional Development

This article examined six theory- and practice-based elements of instructional learning design in online teacher professional development (oTPD), how these elements were implemented into Edinger’s PACKaGE model of gifted education oTPD, and how teachers evaluated each element. Elements were based on Berge’s (1995) instructor roles model theory and gifted education research. Each element was evaluated by teachers ( N = 184) who completed oTPD designed from the PACKaGE model. Self-report survey findings suggest that teachers considered most elements, such as asynchronous discussion board and article review assignments, to be useful to a great extent to their gifted education learning and pedagogy. However, teachers reported less usefulness for the online group project element. This finding directly contrasts with researchers’ suggestions for oTPD. These findings may encourage teachers to choose theory- and research-based oTPD. PD designers can investigate and implement oTPD elements that satisfy instructional design model needs for optimal teacher learning and gifted education pedagogy.

scholarly journals Applying constructionist principles to online teacher professional development

2011 ◽  
Vol 12 (6) ◽  
pp. 143 ◽  
Author(s):  
Nathaniel Mark Ostashewski ◽  
Doug Reid ◽  
Susan Moisey
Keyword(s):  
Professional Development ◽  
Social Networking ◽  
Teacher Professional Development ◽  
Online Community ◽  
Social Networking Site ◽  
Just In Time ◽  
Hands On ◽  
Teacher Professional ◽  
Online Teacher ◽  
Online Teacher Professional Development

<p>This report explores the first iteration of a teacher professional development courselet grounded in constructionist theory and activities. This online teacher professional development (oTPD) courselet provided opportunities for teachers to engage in just-in-time, ongoing TPD within a social networking site for educators. The topic of the oTPD was Robotics and Hands-on Activities in the Classroom. The courselet was designed for teachers who are interested in integrating constructionist pedagogies into their practice. Key findings of the first delivery of the oTPD courselet point to a need for flexible access, sharing of resources, and support for constructionist pedagogical activities as a PD value for participants. Findings further support the potential for an ongoing online community of practice around robotics in the classroom. The approach taken in this oTPD courselet of study continues to inform a model of oTPD delivery within a social-networking-enabled environment.</p>

A Research Agenda for Online Teacher Professional Development

2008 ◽  
Vol 60 (1) ◽  
pp. 8-19 ◽  
Author(s):  
Chris Dede ◽  
Diane Jass Ketelhut ◽  
Pamela Whitehouse ◽  
Lisa Breit ◽  
Erin M. McCloskey
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Research Agenda ◽  
Teacher Professional ◽  
Online Teacher ◽  
Online Teacher Professional Development
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