Examining a Decade of Research in Online Teacher Professional Development
Examining a Decade of Research in Online Teacher Professional Development
复制标题
审视十年来在线教师专业发展的研究
作者：
C. Lay;Bohdana Allman;R. Cutri;Royce Kimmons
本文献综述记录了在线教师专业发展 (oTPD) 领域的研究，旨在向开发者和促进者提供复杂而独特的经验指标的信息，这些指标对于设计、开发、实施、评估和研究 oTPD 非常重要。本综述分析的 73 项研究表明，oTPD 研究正在朝着更严格的实证方法和基于理论的设计、实施和评估方向发展。 oTPD 的研究正在以更复杂的方式向前发展，并加深了我们对高质量实践的理解，这些实践使教师能够在在线环境中进行有意义的教师专业学习。
This literature review documents 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.
影响因子：
2.3
作者：
Frumin, Kim;Dede, Chris;McCoy, Ayana
通讯作者：
McCoy, Ayana