基于设计的研究研究检测了数据（POD）便利化学院的第一个发展，颁布，分析和重新设计的前两个循环。研究了专业学习和发展（PLD）提供商的地理空间技术（GST）技能，对实施POD教师研讨会的关注的对计划原则，准备和阶段的理解。POD团队分析了之前的POD PLD模型。使用这些结果，开发，颁布和修订了Pod Academy和Guide。两个队列（N = 28) participated in the POD FA designed to prepare PLD providers to implement POD Teacher Workshops and to support teachers in learning to enhance an existing lesson via the integration of GST and Geospatial Inquiry. Data sources included surveys, daily debriefs, observations, performance assessments, and interviews. The qualitative data were analysed using inductive analysis conducted by two coders to reach agreement on codes and emerging themes. Quantitative data were analysed using descriptive statistics. Analyses informed the redesign and modification of the POD Academy and Teacher Workshops. Findings provide deeper insight into the needs and concerns of PLD providers in implementing PLD for science teachers. Furthermore, this investigation sheds more light on the selection and preparation of PLD providers as programmes seek to scale PLD.