Through design-based research, this study examines a digital badging system to support online, independent teacher Professional development (PD) in Science, technology, engineering, and math (STEM) subjects. Sociocultural learning theory, in conjunction with the mediation triangle, provided a lens through which digital badging systems were examined as cultural tools for planning and wayfinding. This framework supported personalized teacher professional development in the digital badging system, Teacher learning journeys (TLJ), and the study examined teacher planning through goal articulation and wayfinding through teacher selection of professional development activities. Data consisted of teacher-generated artifacts, including goal statements, orientation activity reflections, intended PD activities, and completed PD activities. Data collection occurred during two 3-month iterations of teacher interaction with TLJ (I-1 = 30, I-2 = 29), and analyses were conducted using qualitative coding and statistical investigation including independent samples t tests and Pearson r correlations. Findings for teacher planning include a positive impact of reflective writing supports for activity completion, a broadening search for content, and four common objectives in written goal statements. Findings for teacher wayfinding discuss how participants used structures of the digital badging system for organizing and completing professional development in different ways. Analyses uncover differences in organizing intended professional development, three time-based patterns of use, and a non-significant relationship between intentions to complete an activity and the completion of activities. The intended and actual use of the TLJ system along with impacts on the teacher-leaners provide valuable insight into design considerations for developers and designers of independent teacher professional development.

通过基于设计的研究，本研究检验了一个数字徽章系统，以支持科学、技术、工程和数学 (STEM) 学科的在线独立教师专业发展 (PD)。社会文化学习理论与中介三角形相结合，提供了一个视角，通过该视角，数字徽章系统被视为用于规划和寻路的文化工具。该框架支持数字徽章系统、教师学习之旅 (TLJ) 中的个性化教师专业发展，该研究通过目标阐明和通过教师选择专业发展活动的寻路来检查教师规划。数据由教师生成的工件组成，包括目标陈述、定向活动反思、预期的 PD 活动和已完成的 PD 活动。t检验和 Pearson r相关性。教师规划的发现包括反思性写作支持对活动完成的积极影响、扩大对内容的搜索以及书面目标陈述中的四个共同目标。教师寻路的结果讨论了参与者如何使用数字徽章系统的结构以不同的方式组织和完成专业发展。分析揭示了在组织预期的专业发展、三种基于时间的使用模式以及完成活动的意图与活动完成之间的非显着关系方面的差异。TLJ 系统的预期和实际使用以及对教师学习者的影响为独立教师专业发展的开发人员和设计人员的设计考虑提供了宝贵的见解。