Exploring K-12 Virtual Teachers’ Enduring Professional Development Experiences in Quality Course Reviews

Citation

Schaefer, D., Oyarzun, B., Lim, J. H., Polly, D., & Park, E. (2026). Exploring K-12 Virtual Teachers’ Enduring Professional Development Experiences in Quality Course Reviews. American Journal of Distance Education, 1–18. https://doi.org/10.1080/08923647.2026.2631263

Abstract

K-12 virtual programs may apply quality assurance metrics, including Quality Matters™ (QM) external peer reviews. Virtual teachers, or teachers who use web-based tools to instruct without geographic or time constraints, may support program initiatives and serve as Course Representatives for QM peer reviews. Professional capacity is a concern with this practice, as virtual teachers’ responsibilities emphasize daily instruction, not QM’s primary focus: course design. However, the experience of serving as a Course Representative may provide an enduring professional opportunity. This qualitative case study applied document analysis and semi-structured interviews to explore the experiences and perspectives of seven virtual teachers who served as Course Representatives for organizationally designed course peer reviews. Data was analyzed using deductive codes from Ali and Wright’s (2017) Online Faculty Professional Development model and inductive codes focused on participants’ experiences. Participants revealed a challenging, yet achievable work scope made possible with program support. They also perceived a professional development experience that could enhance instructional and leadership rolls. Implications include designing QM-based roles as intentional professional development and considerations for programs and teachers engaged in quality assurance initiatives.

Authors

Lim, Jae Hoon
Oyarzun, Beth
Park, Enoch
Polly, Drew
Schaefer, Darlene

Reference Type

Journal

Keywords

Instructional design
K-12 online learning
Online teacher professional development