2020-01-302020-01-302019-122019-12December 2https://hdl.handle.net/2346/85516This study explored the degree to which an existing conceptual framework for studying the impacts of teacher professional development (PD) on teachers’ attitudes, beliefs, and classroom practices can be used to describe the impacts of online teacher PD for STEM teachers. To explore the fit of the conceptual framework, a group of teachers was surveyed after completing an online PD program, the National Certificate for STEM Teaching (NCST). Findings indicated that the constructs associated with face-to-face PD do not match directly to the constructs that emerged in the feedback of the participants of online teacher PD. Only one construct, engagement and sensemaking, was significantly related to increased teachers’ self-efficacy. Self-efficacy was significantly related to teachers’ self-reported changes to classroom instructional practice.Embargo status: Restricted until 01/2170. To request the author grant access, click on the PDF link to the left.application/pdfengOnline teacher professional developmentTeacher professional developmentSTEM Teacher professional developmentTheory of action for online professional developmentThesis2020-01-30Unrestricted.