Teachers' perceptions of an online professional development experience: Implications for a design and implementation framework

被引：110

作者：

Powell, Cathy G. ^{[1
]}

Bodur, Yasar ^{[1
]}

机构：

[1] Georgia Southern Univ, Coll Educ, POB 8013, Statesboro, GA 30460 USA

来源：

TEACHING AND TEACHER EDUCATION | 2019年 / 77卷

关键词：

Teacher professional development; Online teacher professional development; Professional development design; Adult learning; Qualitative research; EDUCATION; CONSTRUCTIVISM; KNOWLEDGE; QUALITY;

D O I：

10.1016/j.tate.2018.09.004

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Teachers face multifaceted challenges regarding access to quality professional development. Although technology is increasingly utilized to address this concern, access alone does not ensure effective OTPD. Therefore, the purpose of this study was to examine teachers' perceptions of the design and implementation of a job-embedded OTPD experience. Supported by adult learning theory and social constructivism, this qualitative multi-case study utilized within-case and cross-case analysis to examine results. These findings, presented through teachers' voices, included explicit and empirical evidence of six OTPD design and implementation features that address multiple gaps in the extant literature and contribute to an OTPD framework. (C) 2018 Elsevier Ltd. All rights reserved.

引用

页码：19 / 30

页数：12