This article examined six theory- and practice-based elements of instructional learning design in online teacher professional development (oTPD), how these elements were implemented into Edinger’s PACKaGE model of gifted education oTPD, and how teachers evaluated each element. Elements were based on Berge’s (1995) instructor roles model theory and gifted education research. Each element was evaluated by teachers (N = 184) who completed oTPD designed from the PACKaGE model. Self-report survey findings suggest that teachers considered most elements, such as asynchronous discussion board and article review assignments, to be useful to a great extent to their gifted education learning and pedagogy. However, teachers reported less usefulness for the online group project element. This finding directly contrasts with researchers’ suggestions for oTPD. These findings may encourage teachers to choose theory- and research-based oTPD. PD designers can investigate and implement oTPD elements that satisfy instructional design model needs for optimal teacher learning and gifted education pedagogy.

中文翻译：

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你的天才教育在线教师专业发展有什么？结合教学设计的理论和实践元素

本文研究了在线教师专业发展 (oTPD) 教学学习设计的六个基于理论和实践的要素，这些要素如何实施到 Edinger 的天才教育 oTPD 包装模型中，以及教师如何评估每个要素。元素基于 Berge (1995) 的教师角色模型理论和天才教育研究。每个元素都由完成根据 PACKaAGE 模型设计的 oTPD 的教师 (N = 184) 进行评估。自我报告调查结果表明，教师认为大多数元素，例如异步讨论板和文章审查作业，在很大程度上对他们的天才教育学习和教学法有用。然而，教师报告说在线小组项目元素的用处不大。这一发现与研究人员对 oTPD 的建议形成鲜明对比。这些发现可能会鼓励教师选择基于理论和研究的 oTPD。PD 设计者可以调查和实施 oTPD 元素，以满足最佳教师学习和资优教育教学法的教学设计模型需求。