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Authentic teacher professional development: A consequence of participation in K–12 collaborative online projects
THESIS

, University of Alberta , Canada

Master of Education, University of Alberta . Awarded

Abstract

This research study describes and evaluates the nature of the authentic teacher professional development occurring as a consequence of participation in K–12 curriculum-based online projects. Forty-six Alberta teachers participated in a mixed method replication study, delivered via an online survey format, to provide a detailed description of the authentic learning experience. The following aspects of the curriculum-based online project phenomena are explored: profession-centered technology learning reported by teachers, factors motivating teacher participation, teacher perceptions of student attitudes, and what teachers identify as the professional value of the collaborative project experience. Findings indicate that support for efficacious curriculum-based online project participation requires educational mentorship and technical support and results in “worth-it” technology professional development for teachers. Although one of the research goals was a comparison of teacher technology learning between teachers who participate in collaborative projects with those who do not, the small sample size limited the ability to make comparisons.

Citation

Ostashewski, N. Authentic teacher professional development: A consequence of participation in K–12 collaborative online projects. Master of Education thesis, University of Alberta. Retrieved October 14, 2019 from .

This record was imported from ProQuest on October 22, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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