Middle school teachers’ perceptions of virtual teams for professional learning

Purpose This study explores middle school teachers’ perceptions of virtual teams as an effective modality for professional learning. Driven by the rapid shift to online collaboration during the COVID-19 pandemic, the research investigates how these experiences were perceived as relevant, collaborative and future-focused. The aim is to learn from this era to provide better online professional learning experiences through virtual teaming for educators, addressing a critical gap in research concerning virtual teams in schooling contexts and informing sustainable online learning practices in post-pandemic. Design/methodology/approach A basic qualitative design was employed, involving seven purposefully selected middle school teachers from a large urban school district. Participants, chosen for diverse experiences with virtual teams (grade level, district level) and varying attitudes, underwent three semi-structured interviews over a period of 6–8 weeks. Data analysis followed a two-cycle coding process, utilizing In Vivo and Concept Coding in the first cycle, followed by pattern identification and thematic organization aligned with the Australian Institute for Teaching and School Leadership (AITSL) Framework for professional learning and development (PLD). Trustworthiness was established through member checks. Findings Findings reveal that virtual teams offer flexibility and foster cross-school collaboration, enhancing knowledge sharing among teachers. However, challenges emerged related to team structure, community building and leadership approaches that hindered collaborative learning. Participants noted a disconnect between professional learning content and immediate, tangible needs. While new tools and modalities were appreciated, concerns arose about the “just-in-time” nature of pandemic-era PD and the lack of teacher voice in designing future-focused, problem-centered learning experiences. Collaboration was found to be key to perceived effectiveness and was heavily impacted by relevance and future-focused learning. Research limitations/implications Limitations include a small sample size from one district, focusing solely on middle school core content teachers and a participant pool largely comfortable with technology. The “just-in-time” nature of pandemic-era PD may also limit generalizability to deliberately planned virtual PD. Future research should expand sample diversity (elementary/high school, support staff, tech-averse educators), explore long-term virtual team models and investigate how to design virtual team experiences that are more teacher-centric, addressing voiced needs and challenges, including structures, norms and accountability measurements. Practical implications This study offers practical insights for educational leaders designing virtual professional development. To enhance relevance, PD should offer choice, align with immediate teacher needs and provide tangible strategies. To foster collaboration, leaders must intentionally build community and relationships, especially in larger groups and establish supportive structures, norms and accountability measures that involve teachers in design. Recognizing the benefits of cross-school collaboration, districts should leverage virtual platforms to facilitate broader knowledge sharing. Prioritizing teacher voice in PD planning is crucial for investment and application of learning. Social implications The findings underscore the evolving nature of teacher professional learning in a digitally connected world. By highlighting the strengths of virtual teams in fostering cross-school collaboration and flexibility, the study contributes to equitable access to professional development regardless of geographical barriers. Addressing challenges related to community building and teacher voice in virtual settings can improve teacher well-being and reduce isolation. Ultimately, optimizing virtual professional learning experiences supports educators in adapting to rapidly changing educational landscapes, benefiting student learning outcomes and strengthening the broader educational community. Originality/value This study uniquely explores middle school teachers’ perceptions of virtual teams for professional learning within the context of the COVID-19 pandemic, a period of unprecedented digital adoption in education. It applies the AITSL Framework for PLD (2012) to this novel context, revealing nuanced intersections between relevancy, collaboration and future-focused learning. By offering a teacher-centric perspective on pandemic-era virtual teaming, it provides original empirical data that informs the design of more effective, sustainable and equitable online professional development models for educators in the post-pandemic era, addressing a critical gap in current literature.