Perceptions of Online Professional Development: Do Newer and Experienced Teachers Differ?

Abstract

In this exploratory study, a small number of biology teachers participated in an online professional development (PD) course delivered in an asynchronous format. To understand the unique perceptions of newer and experienced teachers when delivering PD through an online platform, we conducted post-experience interviews, coded the transcripts, and analyzed the connections between the codes using epistemic network analysis. Findings revealed significant differences in how teachers perceive PD delivery format; experienced teachers had positive perceptions of face-to-face PD while newer teachers had positive perceptions of online PD. In terms of the online discussion, there were no significant differences; both groups articulated positive perceptions. Implications for evolving the design of online PD approaches are discussed.