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Professional development for online faculty: instructors’ perspectives on cultivating technical, pedagogical and content knowledge in a distance program

  • Sharla Berry
Article

Abstract

In this qualitative case study, the researcher draws on interviews with 13 faculty in an online doctoral program to find out how professional development offerings strengthened distance instructors’ technical, pedagogical and content knowledge. Findings suggest that guided practice sessions in the virtual classroom strengthened newer faculty members’ technical knowledge. Biweekly meetings turned into a community of practice where newer and more experienced faculty could build content knowledge. Faculty in the distance program desired more professional development in the area of online pedagogy.

Keywords

Professional development Online learning Community of practice 

Notes

Compliance with ethical standards

Conflict of interest

The author declares that she has no conflict of interest.

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Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2018

Authors and Affiliations

  1. 1.California Lutheran UniversityThousand OaksUSA

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