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Cited by 21Teacher Education and Leadership StudiesEducation during COVID-19 pandemicOnline and Blended Learning

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Designing a remote professional development course to support teacher customization in science

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Bichler, Sarah, Gerard, Libby, Bradford, Allison, Linn, Marcia C.·2021·Computers in Human Behavior
DOI 10.1016/j.chb.2021.106814PMC PMC9584829
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Abstract

This study reports on the design, implementation, and impact of a remote professional development (PD) course for secondary school teachers who were transitioning to remote instruction during the COVID-19 pandemic. We designed technology innovations to strengthen the previously successful in-person course. The innovations support teachers to customize an instructional unit by setting and revising goals based on evidence from their students' prior work on the unit. A Curriculum Visualizer makes the pedagogy of the unit visible and guides planning for customization. Carefully curated small group activities using Zoom breakout rooms ensure that each teacher could share their thoughts, ideas, and impressions with other teachers. Participants were 23 science teachers from 12 different schools in a western U.S. state. We developed rubrics to code customization goals, plans, and moves using bottom-up methods and iterative refinement. Reflections on student work and use of the Curriculum Visualizer enabled teachers to set and refine customization goals and make evidence-based and pedagogy-aligned customization decisions that enhanced the interactive learning opportunities for their students. Our results reinforce the C-b model proposed by Sailer et al. (this issue) by illustrating the value of using technology to support collaborative, interactive PD activities.

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  • Online professional development activities for (school) teachers have increased in recent years.

    “This is in line with the increase in online professional development activities for (school) teachers in recent years, and studies have indicated teachers' satisfaction with online professional development (Bichler et al., 2021; Meyer et al., 2023; Mulaimović et al., 2024).”

    From Artificial intelligence in higher education: exploring faculty use, self-efficacy, distinct profiles, and professional development needs (2024) · cites this paper as Bichler et al., 2021

    The Results and discussion section (Teacher reactions to remote PD; page unavailable) reports that most participating teachers viewed the remote course favorably, supporting the sentence’s satisfaction point. The Rationale section (Role of technology in PD; page unavailable) describes fledgling efforts to incorporate technology into professional development, but does not establish that online professional development activities for school teachers have increased in recent years. (LLM, conf=0.84)

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  • Teachers are satisfied with online professional development.

    “This is in line with the increase in online professional development activities for (school) teachers in recent years, and studies have indicated teachers' satisfaction with online professional development (Bichler et al., 2021; Meyer et al., 2023; Mulaimović et al., 2024).”

    From Artificial intelligence in higher education: exploring faculty use, self-efficacy, distinct profiles, and professional development needs (2024) · cites this paper as Bichler et al., 2021

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References 59 · Cited by 21

Research works printed but not linked: 44

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Metadata

Authors
Bichler, S., Gerard, L., Bradford, A., & Linn, M. C.
Affiliations
University of California, Berkeley (US)
Corresponding author
Bichler, Sarah
ORCID
Venue
Computers in Human Behavior
Publisher
Elsevier BV
Published
2021-10
Volume
123
Pages
106814
ISSN
0747-5632 (ISSN-L)
DOI
10.1016/j.chb.2021.106814
PMC
PMC9584829
OpenAlex
W3166849749
Cited by
21
References
59
Citations by year
2025: 7 · 2024: 6 · 2023: 6 · 2021: 2
FWCI
6.15
Type
journal article
Language
en
Open access
Licence
Locations
  • Computers in Human Behavior (publishedVersion, cc-by-nc-nd)
  • PubMed Central (publishedVersion)
  • PubMed (publishedVersion)
  • eScholarship (California Digital Library) (submittedVersion)
Funders
  • National Science Foundation
  • NSF
  • William and Flora Hewlett Foundation (2019–9759)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Education during COVID-19 pandemic
  • Social Sciences › Education › Online and Blended Learning
Keywords
science education, secondary school teachers, COVID-19 pandemic, small group collaboration, Zoom breakout rooms, teacher learning, instructional unit design

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