Professional development for rural and remote teachers using video conferencing

Maher, D; Prescott, A

Professional development for rural and remote teachers using video conferencing

Maher, D

Prescott, A

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Publication Type:: Journal Article
Citation:: Asia-Pacific Journal of Teacher Education, 2017, 45 (5), pp. 520 - 538
Issue Date:: 2017-10-20

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Field	Value	Language
dc.contributor.author	Maher, D https://orcid.org/0000-0002-3566-0805	en_US
dc.contributor.author	Prescott, A https://orcid.org/0000-0001-7976-3438	en_US
dc.date.issued	2017-10-20	en_US
dc.identifier.citation	Asia-Pacific Journal of Teacher Education, 2017, 45 (5), pp. 520 - 538	en_US
dc.identifier.issn	1359-866X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/111504
dc.description.abstract	© 2017 Australian Teacher Education Association. 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.	en_US
dc.relation.ispartof	Asia-Pacific Journal of Teacher Education	en_US
dc.relation.isbasedon	10.1080/1359866X.2017.1296930	en_US
dc.subject.classification	Education	en_US
dc.title	Professional development for rural and remote teachers using video conferencing	en_US
dc.type	Journal Article
utslib.citation.volume	5	en_US
utslib.citation.volume	45	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.issue	5	en_US
pubs.publication-status	Published	en_US
pubs.volume	45	en_US

Abstract:

© 2017 Australian Teacher Education Association. 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:

http://hdl.handle.net/10453/111504