How can an on-line professional development course improve instructional practices of in-service teachers?
2. How can an on-line course affect the in-service teachers’ belief system? 3. How does an on-line course affect teacher reflectivity? Participants This research study involved four female students, who registered for the GOLDEN Instructional Planning course through a large Midwestern university. All the participants were Caucasians and demographically spread throughout the United States: Pacific Northwest, West Coast, Midwest–Great Plains, and Eastern Midwest. Their teaching experience ranged from 7 to 34 years of service in secondary and post-secondary institutions. The Setting This multiple case study focused on teachers in the context of an on-line, constructivist teacher development course in the fall of 2000. The course was developed and taught by content specialists at two Research-I land grant institutions for the GOLDEN project. It was designed to develop and enhance students’ knowledge and skills in the area of planning foreign language instruction. The purpose of the course
