Designing Online Professional Development for Teachers: Practice Related to Theory

By Lara Hebert.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Professional development researchers argue that to affect change, professional development must be ongoing, timely, teacher driven, encouraging reflection, and, most of all, collaborative. Initiatives to meet these standards through online professional development are increasing in number. This article describes a proposed framework for design of online professional development based on the design theories of Krippendorf and of Wenger. The framework is used to analyze three online professional development programs based upon design and implementation information published in the literature. Finally, based on this synthesis of literature, what lessons can be learned which would be of use for current and future efforts to design collaborative spaces for educators' professional growth?

Keywords: Design, Online Professional Development, Communities of Practice, Wenger, Krippendorf

The International Journal of Learning, Volume 14, Issue 2, pp.205-214. Article: Print (Spiral Bound). Article: Electronic (PDF File; 568.238KB).

Lara Hebert

Graduate Student, Department of Curriculum and Instruction, Curriculum, Asthetics, and Teacher Education Division, University of Illinois at Urbana-Champaign, Urbana, Illinois, USA

I am a doctoral candidate in Curriculum and Instruction at the University of Illinois at Urbana-Champaign and a member of the Research and Development team for the Illinois New Teacher Collaborative (http://intc.ed.uiuc.edu). My area of study is professional development for teachers--particularly new methods which are now available thanks to the affordances of technological innovation. Based on 14 years of prior experience as a middle grades teacher, I strongly believe that the professional culture greatly impacts the well-being and professional growth of teachers at all stages of their development. I'm interested in how technology might impact the professional culture of teaching as experienced by individuals as well as by the profession as a whole.

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