The call for more rigorous standards for teaching and learning has increased the need for teachers to reexamine and refine their teaching practice. The rapid growth of online professional development courses and programs offers the possibility for teachers to participate in anywhere, anytime learning. The online environment further provides greater opportunities for teachers to collaborate within a community of practice. However, research of online professional development, especially in regard to knowledge construction and knowledge transfer, is an area of focus that has not been widely researched. The purpose of this small qualitative study was to explore the degree to which knowledge was constructed and then transferred to teaching practice during an online teacher professional development course. The qualitative techniques used in this study included three content analysis approaches: the Garrison four-stage cognitive processing model, a traditional bottom-up content analysis, and the use of a rubric. The data were collected from the online discussions, online reflections, and lesson plans of teachers who participated in the online course. The findings from the study included evidence that the online teacher participants engaged in high-quality discourse, reflected upon new knowledge constructed during the course, and applied their new knowledge to their classroom teaching practice.Students will complete a reflection essay at the end of the assignment about their work with PBL. f. ... Present and support the findings: Students will present their plan to the class and support their research with accurate scientific data, citinganbsp;...
|Title||:||Online Teacher Professional Development: Knowledge Construction and Knowledge Transfer|
|Publisher||:||ProQuest - 2008|