Establishing Professional Development Partnerships Online: Reaching Out to Veteran Teachers
TLRPTIL Volume 51, Number 3, ISSN 8756-3894
This article describes a study on the module-based online professional development project. The professional development model providing a basis for the Reading CEU (continuing education unit) Module Project involved four groups of stakeholders: master teacher instructors, module participants, module developers, and the university support team. Master teacher instructors, chosen based on existing collegial relationships with professors or module developers, co-developed and facilitated individual reading modules. Master teacher instructors interacted with participants by providing them with ongoing guidance and feedback about reading methodology implementation. Multiple data sources were analyzed in an effort to triangulate study data. Feedback from module participants was collected at the end of each month with an evaluation survey completed on a voluntary basis. Numerous themes emerged as data sources were analyzed, resulting in subsequent study findings. Benefits of the Reading CEU Module Project most frequently noted focused on the importance of practical implementation with students, student academic gains, participant growth and reflection, teachers' assumption of leadership roles, multiple resource availability, online accessibility and design, and consideration of "out of workforce" teachers. (Contains 1 table and 1 figure.)
Atkinson, T.S. & O'Connor, K.A. (2007). Establishing Professional Development Partnerships Online: Reaching Out to Veteran Teachers. TechTrends: Linking Research and Practice to Improve Learning, 51(3), 21-29.