Science Teachers' Growth Trajectory in Engagement in Continuous Online Professional Development: A Large-Scale Randomized Controlled Trial Perspective

• In Event: Exploring Elements and Effects of Online Professional Development

Abstract

Over the past 30 years, professional development for teachers has been limited to face-to-face events more readily available to teachers in urban and suburban communities. As the available delivery method of professional development for teachers is broadening, the use of virtual tools has improved rural teachers access to high-quality professional development. This study investigated the impact of continuous virtual professional development on rural and non-rural teacher engagement among participants in a federally-funded project investigating science teaching and learning across Texas. This study contributes to a series of studies investigating the role high-quality professional development plays on student outcomes in elementary science. Recommendations were made for future research in science teacher education and technology-enhanced virtual professional development.

Authors

• Allison Margaret Esparza, Texas A&M University - College Station

• Kenneth John Fleming, Texas A&M University - College Station

• Shifang Tang, East Texas A&M University

• Cindy Lynn Guerrero, Texas A&M University - College Station

• Rafael Lara-Alecio, Texas A&M University - College Station

• Beverly J. Irby, Texas A&M University - College Station

• Fuhui Tong, Texas A&M University - College Station

• Zhuoying Wang, University of Texas at Austin

• Henan Zhang, Texas A&M University