Online Teacher Professional Development in Canada: A Review of the Research
This paper presents findings from a systematic review of 11 studies examining online teacher professional development (oTPD) in Canada between 2000-2020. A thematic content analysis of the articles led to four main themes associated with research on oTPD: 1. knowledge exchange; 2. reflective practi...
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| Autores principales: | , , |
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| Formato: | article |
| Lenguaje: | EN FR |
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The Canadian Network for Innovation in Education (CNIE)
2021
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/4051d506fcff458db8e9826566595d1f |
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| Sumario: | This paper presents findings from a systematic review of 11 studies examining online teacher professional development (oTPD) in Canada between 2000-2020. A thematic content analysis of the articles led to four main themes associated with research on oTPD: 1. knowledge exchange; 2. reflective practice; 3. multifaceted learning opportunities; and 4. just-in-time support. The study contexts, research methods, and other relevant study characteristics are also reviewed and discussed. The results shed light on the current research trends on oTPD in Canada and highlight the need for continued research in this area. Data from diverse research methods across Canada’s geographical regions can contribute to greater insight into the types of oTPD occurring in Canada and how various platforms and professional development opportunities can best support teachers’ professional learning.
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