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.
RAS ID
35675
Document Type
Journal Article
Date of Publication
3-1-2022
Funding Information
Edith Cowan University - Open Access Support Scheme 2021
School
School of Education
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Publisher
SAGE
Comments
Main, S., & Slater, E. (2022). Online continuous professional learning: A model for improving reading outcomes in regional and remote schools?. Journal of Teacher Education, 73(2), p. 201-214.
https://doi.org/10.1177/00224871211009110