Uncovering the Characteristics of Online Professional Development that Appeal to Secondary Content Teachers and Results in Changes to Instructional Practices

March 2020 changed the world for many of us, especially those in education. In Texas, we went home that Friday the 13th, not realizing it would be the last day that many of us would interact with students, and each other, for many months. Schools struggled to move instruction online, and quickly found ways to engage students in a virtual classroom environment. Teacher learning could not be left out, however. Once the initial dust settled, ensuring teachers had the skills necessary to continue to meet student needs became essential. Use of the Internet for adult learning is not new, having been in existence since the onset of online learning in the 1990s. Regardless of its longevity, however, it has not quite kicked-off to the extent that it possibly could given its convenience and potential cost effectiveness. This study sought to uncover the characteristics of online professional development that teachers found appealing and beneficial to classroom instruction. While this study focuses on secondary, core-content teachers located in Deep South Texas, the implications maybe applicable to other grade levels in other areas. Additional research, however, is recommended to solidify the transferrable of the findings of this study.