Journal of K-12 Educational Research 43 teachers to decide how they feel most comfortable learning allows them to learn in the best setting. Social media, book studies, conferences, and webinars are a few choices teachers receive for professional learning. Traditional in-person classroom learning occurs in a designated space at a specific time. Learners are expected to gather together in a classroom or learning location in order to learn material overseen by their teacher or a learning facilitator. Online learning is learning that is completed entirely online. The learner uses a device to connect with the learning material, their learning facilitator, and their classmates. There is no in-person learning, and learning activities can be completed asynchronously or at a designated time. Blended learning combines face-to-face or in-person learning with online learning. Learners complete some parts of their learning online and complete other parts of their learning in-person. Research Questions In the current study, the researcher explored research questions about teacher perceptions of online professional development. The purpose of the current study was to understand teachers’ perceptions of blended professional development and their reasons for implementing new knowledge in the classroom. The current study addressed the following research questions: Research Question 1 (RQ1) What are the perceptions of teachers of online and blended professional development opportunities? Research Question 2 (RQ2) How are teachers implementing the learning that is gained through online and blended professional development? Literature Review Research defines professional development in several different ways. According to Little and Richardson-Koehler (1987), professional development can be described as “any activity that is intended partly or primarily to prepare paid staff members for improved performance in present or future roles in the school district” (p. 491). Teacher professional development aims to ensure organized and formalized opportunities for in-service training of teachers. “Assuring continuing teachers have the knowledge and skills required becomes essential for all schools across all states” (Schifter, 2016, p. 221). Blomberg and Knight (2015) found teachers feel as if teacher education is not simply the job of universities, “but rather should be envisaged as an industry responsibility requiring the participation of school-based personnel” (p. 166). Teaching stands out as a distinctive profession. Each new school year, educators have the chance to recalibrate and hone their abilities to better serve their students. The beginning of the academic year is marked by professional development days, which initiate the cycle of opportunities for teachers to enhance their knowledge and bolster their expertise. Professional development facilitators work to create training experiences to support educators in their professional growth. However, despite concerted effort to significantly advance learning outcomes, these improvements may not be sufficient to influence the entire educational system (Mundy & Fullan, 2016). The cycle of planning professional development presents the question of how teachers will use the new learning they receive. Researchers Pacchiano et al. (2016) completed a study focused on enhancing professional development for teachers, and they suggested a shift away from conventional professional development days. The objective of professional learning is to inspire changes in teaching methods that lead to enhanced student learning outcomes (Guskey, 2002). According to research, there are four different areas where the effectiveness of teacher professional development can be measured: student learning; educator classroom practice; teacher learning, such as after changes in beliefs, motivation, and knowledge, among other things; and teachers’ acceptance of and satisfaction with professional development (Kalinowski et al., 2019). Effective professional development enhances sequential relations, such as higher educational achievement, improved classroom teaching, and enhanced knowledge among educators (Kalinowski et al., 2019). Enhanced knowledge through professional development can cause improved student performance and greater teacher satisfaction in various domains involving students and teachers. For example, extensive teacher professional development is a
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