| Research shows that traditional forms of professional development are ineffective. Although new designs for professional development demonstrate success, they cannot be easily distributed in traditional environments. Online learning is emerging as a viable and potentially successful mode for professional development. However, in order to understand how to design an online learning community for K--12 teachers and promote it as a useful, if not preferred, environment for teachers, it is essential to understand what motivates teachers to participate in one and how it influences their professional development.; This research identifies why K--12 teachers voluntarily participate in an informal online professional development environment. It examines how teachers sustain their participation, how they believe their participation influences their professional growth and if their participation fosters "communities of practice" as defined in the literature on professional development.; Data was collected through surveys and interviews with K--12 teachers who are active in an online professional development environment. Results show that cultures of schools influence reasons for participation and the benefits gained. Although both negative and positive school cultures facilitate teacher participation, the reasons and benefits differ.; Additional results include the importance of incorporating a variety of participation tools in an online environment, the impact of empowering teachers to direct their professional development, and the emergence of a community of practice in an informal online learning environment. |
