A Research Agenda for Online Teacher Professional Development

This article highlights key online teacher professional development (oTPD) areas in need of research based on a review of current oTPD research conducted in conjunction with an oTPD conference held at Harvard University in fall 2005. The literature review of this field documents much work that is anecdotal, describing professional development programs or “lessons learned” without providing full details of the participants, setting, research questions, methods of data collection, or analytic strategies. Until more rigorous oTPD research is conducted, developers are hard pressed to know the best design features to include, educators remain uninformed about which program will help support teacher change and…