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Field-Based Professional Development of Teachers Engaged in Distance Education: Experiences from the Arctic
ARTICLE

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Distance Education Volume 33, Number 1, ISSN 0158-7919

Abstract

We examine the experiences of five teachers who traveled with a team of educators, scientists, and explorers on circumpolar Arctic expeditions to deliver adventure learning (AL) programs to K-12 students at a distance. Results highlight the personal and professional impacts this opportunity had on teachers, including their empowering, fulfilling, and mentally exhausting experiences while assisting in delivering distance education to students worldwide. The article concludes with a discussion of issues to consider in the development of similar programs.

Citation

Veletsianos, G., Doering, A. & Henrickson, J. (2012). Field-Based Professional Development of Teachers Engaged in Distance Education: Experiences from the Arctic. Distance Education, 33(1), 45-59. Retrieved April 20, 2019 from .

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