Online Teacher Professional Development in Canada - A Review of the Research

Oct 15, 2026

A systematic review examines 11 studies on online teacher professional development (oTPD) in Canada from 2000 to 2020. Thematic content analysis identifies four research themes: knowledge exchange, reflective practice, multifaceted learning opportunities, and just-in-time support. The review also summarizes study contexts, research methods, and key characteristics, highlighting trends and the need for continued research, with further insight possible from diverse methods across Canadian regions.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

Abstract

Introduction

Purpose of the review

Time range and study scope

Volume 47 (2) Summer / printemps 2021 Online Teacher Professional Development in Canada: A Review of the Research Le développement professionnel en ligne des enseignants au Canada : Une revue de la recherche Pamela Beach, Queen’s University Elena Favret, Queen’s University Alexandra Minuk, Queen’s University Abstract 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. just-in-time support. The study contexts, research methods, and other relevant study characteristics are also reviewed and discussed. The results shed light on the current research trends on oTPD in Canada and highlight the need for continued research in this area. Data from diverse research methods across Canada’s geographical regions can contribute to greater insight into the types of oTPD occurring in Canada and how various platforms and professional development opportunities can best support teachers’ professional learning. Keywords: online learning; teacher professional development ; review Résumé Cet article présente les résultats d'une revue systématique de 11 études portant sur ledéveloppement professionnel en ligne des enseignants (DPELE) au Canada entre 2000 et 2020. Une analyse thématique du contenu des articles a permis de dégager quatre thèmes principaux associés à la recherche sur le DPELE : 1. l'échange de connaissances ; 2. la pratique réflexive ; 3. les multiples facettes ; et 4. le soutien opportun. Les contextes d'étude, les méthodes de recherche et d'autres caractéristiques pertinentes des études sont également examinés et discutés. Les résultats mettent en lumière les tendances actuelles de la recherche sur le DPELE au Canada et soulignent la nécessité de poursuivre des recherches dans ce domaine. Les données provenant de diverses méthodes dans les CJLT/RCAT Vol. 47 (2) différentes régions géographiques du Canada peuvent contribuer à mieux comprendre les types de DPELE qui ont cours au Canada et la manière dont les diverses plateformes et possibilités dedéveloppement professionnel peuvent soutenir au mieux l'apprentissage professionnel des enseignants. Mots-clés : apprentissage en ligne ; développement professionnel des enseignants ; revue Introduction Teaching is a highly complex professional responsibility and requires continuous learning to support diverse student needs in a changing society. To this end, nearly all Canadian teachers engage in some form of professional development (PD) on a regular basis to learn new content, gain insight, and apply new understandings (Canadian Teachers’ Federation, 2014) . Teachers across geographical regions have reported that the PD activities in which they participate have had an impact on their teaching practices (Ainley & Carstens, 2018), suggesting the powerful impact that effective PD can have on teachers’ pedagogical techniques. Increasingly, teachers are turning to the Internet to seek out PD opportunities. The Internet allows teachers to engage with teaching material and collaborate with teachers globally to gain insight into educational issues and research-informed practices (Beach, 2017; Macià & García, 2016). Access to online learning resources and platforms and participation in local and global online networks during or outside a teacher’s workday can expand opportunities for teachers’ PD (Learning Forward, 2017) . While online teacher professional development (oTPD) is a growing area of research, studies exploring oTPD have largely been conducted in the US, Australia, and the UK (Lantz-Andersson et al., 2018; Macià & García, 2016; Parsons et al., 2019). Teacher PD is often influenced by educational policies, politics, curriculum, and licensing specific to a geographical

FAQs

What time period and study count does the review cover?

The review covers studies from 2000 to 2020 and synthesizes findings from 11 studies.

What four main themes were identified about oTPD research in Canada?

The review identifies knowledge exchange, reflective practice, multifaceted learning opportunities, and just-in-time support as the four main themes.

Why does the review focus specifically on Canada?

The Canadian focus was chosen because the authors are researchers at a Canadian institution and an initial search found no reviews of Canadian studies on Canadian oTPD.

Oct 15, 2026

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