Professional development for rural and remote teachers using video conferencing
- Taylor & Francis (Routledge)
- Publication Type:
- Journal Article
- Asia-Pacific Journal of Teacher Education, 2017, 45 (5), pp. 520 - 538
- Issue Date:
Files in This Item:
|Professional development for rural and remote teachers using video conferencing.pdf||Published Version||1.53 MB|
Copyright Clearance Process
- Recently Added
- In Progress
- Closed Access
This item is closed access and not available.
Teachers in rural and remote schools face many challenges including those relating to distance, isolation and lack of professional development opportunities. This article examines a project where mathematics and science teachers were provided with professional development opportunities via video conferencing to help them use syllabus documents to develop their teaching programs. The study is qualitative and draws on teacher conversations and surveys using a community of inquiry theoretical framework to analyse the data. The results demonstrate that teacher professional development via video conferencing has both strengths and weaknesses but can support teachers through collaboration to develop their expertise in writing teaching programs.
Please use this identifier to cite or link to this item: