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Online technologies hold promise to support more personalized teacher professional development (PD) experiences, but fulfilling this promise requires heightened attention to what teachers value about the outcomes of their learning. This paper uses the example of the Creative Computing Online Workshop (CCOW) to explore outcomes that teachers described as valuable: exposure to new ideas, rethinking classroom practice, and new relationships with their surrounding world. We discuss how the diversity, specificity, and nonlinearity of these outcomes extend teacher PD research, and suggest implications of this expanded framework for the design and evaluation of PD in both in-person and online contexts. |
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