Online Continuous Professional Learning: A Model for Improving Reading Outcomes in Regional and Remote Schools?

Autor/inn/en	Main, Susan; Slater, Eileen
Titel	Online Continuous Professional Learning: A Model for Improving Reading Outcomes in Regional and Remote Schools?
Quelle	In: Journal of Teacher Education, 73 (2022) 2, S.201-214 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Main, Susan) ORCID (Slater, Eileen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/00224871211009110
Schlagwörter	Professional Continuing Education; Faculty Development; Regional Schools; Online Courses; Educational Technology; Technology Uses in Education; Coaching (Performance); Reading Instruction; Rural Schools; Reading Teachers; Literacy Education; Communities of Practice; Foreign Countries; Preschool Teachers; Teacher Competencies; Teaching Skills; Reading Achievement; Australia + Suchen Sie Ihr Suchwort? Berufsfeldbezogener Unterricht; Weiterbildung; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Leseunterricht; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Community; Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrkunst; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Leseleistung; Australien
Abstract	Professional learning provides the opportunity to improve teacher practice and student outcomes; however, challenges exist in ensuring that teachers can access quality professional learning. Teachers in regional and remote schools may have even more limited access to the expertise required to support changes in practice than their peers in metropolitan centers. This article reports on a continuing professional learning program designed to support teachers in two regional schools to implement a new approach to teaching reading in their schools. The findings from this research suggest that existing online learning platforms can be used to deliver targeted instructional coaching for teachers and support in-school coaches to improve their knowledge of reading instruction and their instructional coaching skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01