Effective online professional development: A facilitator's perspective

Abstract

The purpose of this qualitative study is to explore the key elements that contribute to effective online professional development as perceived by facilitators. The research focuses on a specific program aimed at integrating computer science into mathematics education, involving two cohorts of teachers over a period of two years. The lead facilitator, Haynes, has a master's degree in mathematics education and 18 years of teaching experience. The study highlights the importance of sparking interest, enabling participants to teach beyond the curriculum, and offering a personalized and diverse approach to online professional development with a focus on mathematics content. Additionally, the findings underline the value of incorporating STEM education theory through cofacilitation with an experienced teacher education researcher. The findings are further discussed in a keynote speech at the ROSEDA conference.