Canadian Teachers’ Perceptions of Online Professional Development

Abstract

This study used a survey method to explore the perceptions of online professional development (PD) from a sample of Canadian teachers. Ninety-two practicing teachers completed an anonymous online survey between July and September 2020. Results were analyzed using both quantitative and qualitative methods. Findings highlight Canadian teachers’ previous experiences with online PD, their perceptions of different approaches to online PD, and their motivations for participating in online PD. Investing in teacher PD is a critical factor in maintaining quality education in Canada and across the globe. Generating feedback directly from teachers can contribute to PD opportunities that are conducive to teacher learning.

Keywords: professional development, online professional development, online learning, teacher learning, teachers’ perceptions, Canadian teacher learning