Exploring the impact of online professional development on the professional learning community : a case study in an international school during the COVID-19 pandemic
Bruns, Anna Elizabeth (2021)
2021
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-202104276028
https://urn.fi/URN:NBN:fi:amk-202104276028
Tiivistelmä
The COVID-19 pandemic brought a new reality to teachers within primary and secondary education. Teachers who normally taught in person were required to make a digital shift in order to continue teaching. Primary and secondary school teachers who normally received their professional development in person took up online opportunities in order to continue their continuous education. The shift to online professional development has the potential to impact the professional learning community within an institution.
This purpose of this study was to explore the impact of online professional development on the professional learning community within an international school in Germany. This study aimed to understand the lived experiences of 6 teachers who took part in online professional development between March 2020 and February 2021.
The researcher conducted a thematic analysis based on the virtual interviews with 6 teachers from School X. The research findings are inconclusive, highlighting both the limitations and opportunities that online professional development could potentially have on the professional learning community.
The researcher recommended that School X should be aware of the opportunities and limitations that online professional development can create for the professional learning community. It is recommended that School X have structures in place to foster connectiveness and allow for open communication and collaboration after online professional development sessions.
Confidential information regarding the specific school and the research participants has been removed from this report.
This purpose of this study was to explore the impact of online professional development on the professional learning community within an international school in Germany. This study aimed to understand the lived experiences of 6 teachers who took part in online professional development between March 2020 and February 2021.
The researcher conducted a thematic analysis based on the virtual interviews with 6 teachers from School X. The research findings are inconclusive, highlighting both the limitations and opportunities that online professional development could potentially have on the professional learning community.
The researcher recommended that School X should be aware of the opportunities and limitations that online professional development can create for the professional learning community. It is recommended that School X have structures in place to foster connectiveness and allow for open communication and collaboration after online professional development sessions.
Confidential information regarding the specific school and the research participants has been removed from this report.