After receiving tenure, experienced teachers may choose to not participate in professional development opportunities. In fact, tenured teachers may only complete the minimum professional development hours required by their school districts. Therefore, the purpose of this qualitative case study was to explore the factors that motivated tenured…

This paper presents findings from a systematic review of 11 studies examining online teacher professional development (oTPD) in Canada between 2000-2020. A thematic content analysis of the articles led to four main themes associated with research on oTPD: 1. knowledge exchange; 2. reflective practice; 3. multifaceted learning opportunities; and 4.…

A self-study methodology is used to explore the impact of introducing interactive whiteboard technology to a primary school classroom. Several key insights, described as "nodal moments", provided the impetus for the teacher to review her practice, reconsider her students' learning approaches and explore the relationship between the introduction of…