Abstract
This systematic review documents the progress of research in the area of online teacher professional development (oTPD) and seeks to inform developers and facilitators on the complex and unique empirical indicators that are important in designing, developing, implementing, evaluating, and researching oTPD. The 73 studies analyzed in this review suggest that the research in oTPD is progressing toward more rigorous empirical methods and theoretically-grounded design, implementation, and evaluation. Research in oTPD is moving forward in more sophisticated ways and adding to our understanding of high-quality practices that engage teachers in meaningful teacher professional learning in online contexts.
Highlights
Online teacher professional development has experienced such explosive growth in the last decade that the production of teacher professional development (TPD) courses and programs has outpaced the research
We first present three general categories of research into Online teacher professional development (oTPD) identified in this literature review: (1) Teachers and Students and oTPD; (2) Teachers and oTPD; and (3) Incidental Teacher Learning During oTPD
Analysis of the 73 studies on oTPD included in this literature review indicated that there are three general categories of studies: (1) Teachers and Students and oTPD; (2) Teachers and oTPD; and (3) Incidental Teacher Learning During oTPD. (Please see Table 2 for the distribution of articles falling in each category)
Summary
Online teacher professional development (oTPD) has experienced such explosive growth in the last decade that the production of teacher professional development (TPD) courses and programs has outpaced the research. What is needed is a clearer identification of the most suitable oTPD design features and practices that support teacher change and student learning (Dede, 2006). This literature review pursues such clarity by culling and analyzing pre-pandemic research focused on identifying strong design features and practices to support teacher change and student learning. This review has the potential to inform developers, researchers, and facilitators about the complex and unique empirical indicators that are important in designing, developing, implementing, evaluating, and researching oTPD. The following research question guided this review: What themes from select pre-pandemic studies of oTPD emerge and how do they inform the design and practices of future oTPD?
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