Significant challenges have arisen in the quality of developing teacher’s instruction since the beginning of the 2019 pandemic. Teachers need to find a balance between their work and personal lives. Virtual professional development can be an effective and necessary way for teachers to manage their busy lives while developing quality teaching strategies. Research finds professional development that is ongoing instead of being one-time event results in superior outcomes. This study provided virtual professional development with ongoing sessions for K-12 teachers in a public school district in New York, USA. The study explored the effectiveness of teachers’ virtual professional development in their teaching during this pandemic period. The findings suggest that teachers benefit from virtual professional development in building a community and productive outcomes. The teachers were able to share their thoughts, ideas, and issues, and they were able to develop their teaching ideas and skills. This study was grounded in technological, pedagogical, content and knowledge (TPACK), and community of practice (CoP) theories to support teachers’ technology integration and build a unique community. The data was collected through individual interviews, weekly meetings, observations, and artifacts.
Student, PhD Candidate, University of Rochester, New York, United States
Virtual Professional Development, Technology Integration, Instructional Technology, Teacher Education