This thesis explores the phenomenon of organizational implementation of online teacher professional development (oTPD) through a case study. This type of implementation of oTPD is both initiated and carried out by top management, and necessitates participation of specific employees in the organization.

More specifically, this case study is concerned with the organizational implementation of an online resource; KlogPåNaturfag.dk (KPN). A project targeted towards the professional development of Danish science teachers of K12. The project is owned and developed by the Kata Foundation, and is in this case implemented in cooperation with the municipal education authority.

Little is known about this type of implementation. Furthermore, according to literature, improvements in the field of oTPD are difficult given the lack of findings based on strong methods of evaluation and research about what strategies work well and why (C. Dede, 2016, p. 6).

This case study takes a hermeneutic and pragmatic approach towards knowledge creation with the purpose of creating research-based and domain specific knowledge about the present phenomenon of organizational implementation of oTPD. Based on this knowledge, recommendations are derived in order to guide a similar implementation in the future.

The study seeks to understand and interpret the phenomenon, by exploring the challenges and opportunities the implementation entails, both empirically and theoretically.

The findings show that one of the main opportunities with this type of implementation is a greater emphasis on the tactical level of managerial involvement and operationalization of KPN-activities.

Based on the empirical data, it is further concluded that some of the main challenges in this case are diffuse responsibilities, lack of managerial engagement and fragmented communication. These especially affect the engagement and motivation of teachers, causing a huge dropout rate. Furthermore, the users' understanding of technology influences their approach toward technology, thus presenting another challenge.

Based on a theoretical comparative analysis and interpretation, a number of recommendations are presented. The theoretical perspectives include; learning and transformation, understanding of technology and stakeholder communication.

The primary recommendations include a more strategic communicative approach. Especially applying more dialogue and critical reflection to gain common ground and a more effective problem solving process. In addition, the case study identifies certain challenges related to the digital platform. It is recommended that opportunities for interaction and individualized platform adaptation be integrated.