The Status of Professional Development for K-12 Online Teachers: Insights and Implications
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Rice, K. & Dawley, L. (2009). The Status of Professional Development for K-12 Online Teachers: Insights and Implications. Journal of Technology and Teacher Education, 17(4), 523-545. Chesapeake, VA: SITE.
Retrieved from http://www.editlib.org/p/28226.
Journal of Technology and Teacher Education
Volume 17, Issue 4, October 2009
Society for Information Technology & Teacher Education Chesapeake, VA
More Information on JTATE
The authors share findings, insights, and implications from “Going Virtual! The Status of Professional Development for K12 Online Teachers,” a 2007 report supported by the North American Council for Online Learning (NACOL, now known as iNACOL). The authors conducted a national survey of 259 K-12 online teachers, administrators, and professional development trainers to gain baseline information on the status of K-12 online teacher professional development. This paper provides three main insights from the study: the influence of evolving context on professional development; the broad continuum of professional development practices & models; and global and situation-specific professional development needs. It discusses implications for K12 online teacher professional development practice, policy, and research.
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