Online professional development programs for teachers are much discussed. Teachers are obliged to continuously renew their skills in teaching methodology to keep pace with changing demands in society. Providing flexibility in time and space and opportunities for interaction, online courses are expected to facilitate teachers’ professional development in general. Informed by a single-case study design,we explore in-service teachers’ perceptions of a professional development program organized as a small private online course (SPOC), the Massive Open Online Course (MOOC) in Mathematics Education. We compared teachers who joined the course individually from their schools with teachers collectively participating from their own schools. We conclude that the teachers who participated as a group from distinct schools appear to be more actively involved in offline activities that enhance professional development than their individually participating counterparts. Finally, we provide some implications for further research.

中文翻译：

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SPOC 如何促进在职教师在专业发展中的互动

教师的在线专业发展计划被广泛讨论。教师有义务不断更新他们在教学方法方面的技能，以跟上社会不断变化的需求。在线课程提供时间和空间的灵活性以及互动机会，有望促进教师的整体专业发展。通过单一案例研究设计，我们探索在职教师对专业发展计划的看法，该计划组织为小型私人在线课程 (SPOC)，即数学教育中的大规模开放在线课程 (MOOC)。我们将自己学校单独参加课程的教师与本校集体参加课程的教师进行了比较。我们得出的结论是，与单独参与的教师相比，来自不同学校的教师集体参与似乎更积极地参与促进专业发展的线下活动。最后，我们为进一步的研究提供了一些启示。