Virtual vs. In-Person Professional Development for Teachers: Balancing Benefits and Tradeoffs

• In Event: AERA Roundtable Session Friday 11:40 am Four Seasons Ballroom 4
  In Roundtable Session: Teacher Professional Development and the Role of Context (Table 12)

Abstract

This study compares the effectiveness of in-person versus virtual professional development (PD) for teachers implementing evidence-based practices (EBPs) in mathematics. Using data from 63 teachers across 19 districts, we analyzed PD satisfaction, engagement, and preparation for implementation. Results showed no significant differences in satisfaction between in-person and virtual PD. Both formats received generally positive feedback, with in-person PD praised for its hands-on approach and community-building, and virtual PD valued for its flexibility and accessibility. Areas for improvement included lesson pacing and session length. Notably, virtual PD participants highlighted the need for more interactive examples. These findings provide insights into optimizing teacher training methods to ensure effective and equitable implementation of EBPs, particularly in under-resourced schools.

Authors

• Joanne Joo, Southern Methodist University

• Emily A. Short, Southern Methodist University

• Clinton Moore, University of Texas at Austin

• Syeda Sharjina Akther, University of Texas at Austin

• Sarah Mae Olivar, American Institutes for Research

• Cassandra Hatfield, Southern Methodist University

• Leanne R. Ketterlin-Geller, Southern Methodist University

• Sarah R. Powell, University of Texas at Austin

• Erica S. Lembke, University of Missouri