As we work to provide coherent and systematic professional development for online language teachers, a consideration of findings from teacher development research is essential. This essay begins by briefly overviewing this research as well as investigations into teacher learning related to online instruction, with a specific focus on studies grounded in sociocultural theory (Lantolf, 2000, Sociocultural theory and second language learning , Oxford University Press, Oxford, England; Vygotsky, 1986, Thought and language , MIT Press, Cambridge, MA). The main takeaways from this study are exemplified through the teacher professional development efforts currently underway at the Center for Advanced Research on Language Acquisition at the University of Minnesota. The essay concludes with recommendations for crafting a research‐informed professional development program for online language instruction.

中文翻译：

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教师专业发展和在线教学：培养连贯性和可持续性

由于我们致力于为在线语言教师提供连贯和系统的专业发展，因此必须考虑教师发展研究的结果。本文首先简要概述了这项研究以及对与在线教学相关的教师学习的调查，特别关注以社会文化理论为基础的研究（Lantolf，2000，社会文化理论和第二语言学习，牛津大学出版社，牛津，英格兰； Vygotsky，1986，思想和语言，麻省理工学院出版社，剑桥，马萨诸塞州）。这项研究的主要内容体现在明尼苏达大学语言习得高级研究中心目前正在进行的教师专业发展工作中。