Course-level Evidence of Changes in Teachers' Knowledge and Practices.

Presentation given at the Georgia Educational Research Association (GERA) Conference.

The purpose of this qualitative study is to examine the perceived effect of an innovative, online graduate-level course on teachers’ knowledge and skills essential to instructional planning and teaching methods. The researchers conducted before and after interviews with eight teachers varying in years of experience. Interview data, performance indicators (assignment scores in the class), log data (time spent in the learning management system), and artifacts from the teachers (lesson plans) will demonstrate any changes in teachers’ pedagogical competencies after they took the course and will evidence a bigger picture of the intersection of teachers’ perception and actual practice. The results of this research will suggest how innovative elements such as facilitation, peer review, teacher-teacher interaction, and group work in online settings, are effective in improving teachers’ knowledge and practice and open a door for the benefits of using sophisticated ways for teachers’ professional learning in online environments.