Teachers’ perceptions of an online professional development experience: Implications for a design and implementation framework

Abstract Teachers face multifaceted challenges regarding access to quality professional development. Although technology is increasingly utilized to address this concern, access alone does not ensure effective OTPD. Therefore, the purpose of this study was to examine teachers' perceptions of the design and implementation of a job-embedded OTPD experience. Supported by adult learning theory and social constructivism, this qualitative multi-case study utilized within-case and cross-case analysis to examine results. These findings, presented through teachers’ voices, included explicit and empirical evidence of six OTPD design and implementation features that address multiple gaps in the extant literature and contribute to an OTPD framework.