The Status of Professional Development for K-12 Online Teachers: Insights and Implications Article
Kerry Rice, Lisa Dawley, Boise State University, United States
Journal of Technology and Teacher Education Volume 17, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Chesapeake, VA
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.
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: Society for Information Technology & Teacher Education.
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