48 knowledge gained from these experiences. This finding aligns with the research of Darling-Hammond and McLaughlin (1995), who emphasized the importance of creating cooperative and supportive learning environments for educators. Online and blended professional development has the potential to transform teaching practices and enhance student experiences by equipping teachers with new knowledge and strategies. While the current study has contributed valuable insights, it is important to acknowledge its limitations. The qualitative nature of the current study and the limited sample size from specific types of schools may limit the generalizability of the findings. Future research should aim to include a larger and more diverse sample to capture a broader range of perspectives. Additionally, exploring the perspectives of administrators and professional development facilitators would provide a more comprehensive understanding of the topic. The findings of the current study shed light on teachers’ perceptions of online and blended professional development and their implementation of acquired learning. The themes of collaboration, strategic planning, and transformative experiences highlight the significance of effective professional development practices. However, further research is warranted to overcome the limitations of the current study and to explore the topic in greater depth. By continuing to investigate this area, educators and professional development facilitators can enhance the quality and impact of professional learning experiences, ultimately leading to improved teaching practices and student outcomes. References Allen, G. (2016). The new pillars of modern teaching. Solution Tree Press. Blomberg, S., & Knight, B. (2015). Investigating novice teacher experiences of the teaching dynamics operating in selected school communities in Finland. Improving Schools, 18(2), 157–170. https://doi.org/10.1177/1365480215576176 Bretzmann, J., Bosch, K., Gustafson, B., Currie, B., Daniels, K., Conley, L., & Wilkoff, B. (2015). Conclusions The findings of the current study provide valuable insights into teachers’ perceptions of online and blended professional development and their views on implementing the acquired learning in their classrooms. The themes that emerged, such as collaboration, strategic planning, and transformative experiences, underscore the importance of effective professional development practices. However, it is important to acknowledge the limitations of the study, including the small sample size and the focus on specific types of schools. These limitations call for further research to explore the topic in more diverse educational contexts. Collaboration emerged as a key theme in the current study, with participants emphasizing the value of working together with their peers during online and blended professional development. This finding aligns with the research of Darling-Hammond and Richardson (2009), which highlighted the significance of active teaching, assessment, observation, and reflection in effective professional development. By providing opportunities for collaboration, professional development facilitators can create a supportive environment where teachers can share ideas, receive support, and engage in meaningful discussions that enhance their learning experiences. Strategic planning and relevance were also identified as crucial aspects of effective professional development. The current study revealed teachers highly value professional learning experiences that are directly connected to their classroom expectations and practical implementation. This finding resonates with the research of Darling-Hammond and Richardson (2009), who emphasized the need for professional development to focus on real-world applications rather than abstract discussions. By incorporating strategic planning and relevance, professional development can empower teachers to apply their learning directly to their classrooms and improve their instructional practices. Furthermore, the current study highlighted the transformative nature of online and blended professional development. Teachers shared how their approaches and planning significantly changed as a result of the Knikole Taylor, Ed.D.
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