Document Type
Journal Article
Publication Title
Journal of Teacher Education
Publisher
SAGE
School
School of Education
RAS ID
35675
Funders
Edith Cowan University - Open Access Support Scheme 2021
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.
DOI
10.1177/00224871211009110
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
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