46 Research Question 1 (RQ1) What are teachers’ perceptions of online and blended professional development opportunities? Each interview question for RQ1 was aimed at determining teacher perspectives of online and blended professional development. The questions were indirectly and directly linked to reflect on previous online and blended professional development experiences. Once individual interviews were completed, each interview was transcribed. The interview questions were coded and analyzed, and two themes emerged: collaborative learning and pedagogy modeling and development. The theme of collaborative learning emerged from the analysis of interviews, encompassing the participants’ perspectives on intentional collaboration with fellow attendees during online and blended professional development. The current study specifically focused on examining participant responses that shed light on the relationship between online and blended professional development, learning, and collaboration with other teachers. Participants consistently emphasized the importance of collaboration when it comes to learning in online environments. According to their insights, teachers’ collaboration plays a crucial role in their ability to engage with new concepts and gain a deeper understanding of tools and ideas. Throughout the semi-structured interviews, teachers shared their thoughts on the impact of deliberate collaboration during online and blended professional development, which was facilitated by professional development leaders. They highlighted the value of having opportunities to share ideas with peers and receive support for facilitating discussions. Collaborative learning experiences greatly influenced their overall learning experiences. Teachers expressed that highquality collaboration opportunities with fellow educators helped them comprehend new concepts and navigate through the material effectively. They also emphasized that increased opportunities for collaborative learning led to a deeper understanding of the content and heightened focus on the learning objectives. Participants held positive beliefs about the value of intentional collaboration as a supportive system for online and blended professional learning. They regarded collaborating with peers during these learning experiences as an immensely significant aspect of their professional development journeys. The theme of pedagogy modeling and development captures the participants’ perspectives on purposeful professional development that involves modeling and utilizing pedagogical strategies. Participants shared their views and experiences regarding impactful online and blended professional development. A significant majority of responses emphasized the importance of this aspect in determining the effectiveness of professional development for participants. Participants repeatedly highlighted the need for professional development to be directly connected to the knowledge, skills, and practices expected in their classrooms. Kindergarten–12th grade teachers provided specific examples and expressed their beliefs about the value of strategic planning for practice and discussions on future classroom implementation. They emphasized professional learning should be directly relevant to their classrooms and students. Participants viewed random and disconnected activities during online and blended professional learning as lacking clarity, value, and effectiveness for their own learning and classroom implementation. This indicates teachers are more likely to engage and learn during online and blended professional development when they perceive a direct correlation and clear alignment between the professional learning and their classroom contexts. The transcripts revealed explicit examples and insights that supported the theme of modeling and development. They emphasized the significance of modeling tools, techniques, and procedures, as well as the importance of providing opportunities for participants to practice and comprehend their new learning. The analysis of the interviews demonstrated a strong consensus among the participants regarding the value and impact of modeling and planning in facilitating meaningful online and blended professional development. According to the participants, these initial learning opportunities served to reinforce essential skills, enhance preparedness, and Knikole Taylor, Ed.D.
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