Abstract
Innovations in information technology have generated an array of options for the professional learning for educators. Face-to-face, remote, and hybrid formats for professional learning each have their advantages and disadvantages for advancing educators’ knowledge and skills in evidence-based practices to promote student achievement. The purpose of this study was to better understand teacher and educational leaders’ preferences for professional learning formats in relation to the intended learning objective. The results indicate that educators preferences for professional learning format varied by the intended learning objective of the session. Remote professional learning was preferred relative to face-to-face and hybrid formats for a session in which the primary objective was to share information uni-directionally from the presenter to the audience (53% versus 25% and 22% preferred hybrid). The respondents were equally split in their preference for either a face-to-face or remote format when the learning objective was to understand new concepts and learn how to apply the concepts to their setting. The results have important implications for designing professional learning.
Highlights
Professional learning for teachers and educational leaders has advanced over the years with the advent of the Standards for Professional Learning (Learning Forward, 2012) coupled with innovations in information technology
Trends towards the use of technology for efficient, flexible, and cost-effective professional learning received a dramatic boost beginning in March 2020 when the public health crisis, caused by the novel coronavirus (COVID-19) pandemic, required all professional learning to pivot to a remote format
The results of this study indicate that educators preferences for professional learning format varied by the intended learning objective of the session
Summary
Professional learning for teachers and educational leaders has advanced over the years with the advent of the Standards for Professional Learning (Learning Forward, 2012) coupled with innovations in information technology. Dissatisfaction with the “one-shot workshop” or the two-day “sit and get” has created new opportunities to build the knowledge and skills of educators in keeping with developments in the field. Professional learning initiatives are most effective when they provide opportunities for teachers and educational leaders to interact with each other, receive feedback from their colleagues on their developing practices, and determine how the practice will be implemented in their school (Sun et al, 2017; Sun et al, 2013). Trends towards the use of technology for efficient, flexible, and cost-effective professional learning received a dramatic boost beginning in March 2020 when the public health crisis, caused by the novel coronavirus (COVID-19) pandemic, required all professional learning to pivot to a remote format. The abrupt transition to distance learning was unsettling and disruptive, new approaches to professional learning born out of necessity may permanently alter the way professional learning is designed and delivered (Fichten et al, 2021; WestEd, 2021)
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