Search

Abstract Online technologies hold promise to support more personalized teacher professional development (PD) experiences, but fulfilling this promise requires heightened attention to what teachers value about the outcomes of their learning. This paper uses the example of the Creative Computing Online Workshop (CCOW) to explore outcomes that teachers described as valuable: exposure to new ideas, rethinking classroom practice, and new relationships with their surrounding world. We discuss how the diversity, specificity, and nonlinearity of these outcomes extend teacher PD research, and suggest implications of this expanded framework for the design and evaluation of PD in both in-person and online contexts. Highlights • Teachers valued opportunities to think about content and teaching in new ways. • Teachers enacted course learning in their classrooms in a variety of ways. • Teachers' learning enabled new forms of interaction with their world of work. • The relationship between learning outcomes is non-hierarchical and interrelated. [ABSTRACT FROM AUTHOR]