Professional Development for Teachers in Rural and Remote Saskatchewan: Making a Case for Asynchronous Online Professional Development
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Small schools are scattered across the sparsely-populated prairie province of Saskatchewan. With 35% of our population being educated in rural areas, it is essential from a social justice perspective that adequate supports are in place for the professionals whose job it is to provide quality education in these areas. What are the challenges and benefits of offering asynchronous online professional development to teachers in rural and remote areas in the province of Saskatchewan? Is the current provincial environment right to move forward with a different approach to professional development? In the interest of improving professional development experiences of rural and remote teachers, a qualitative case study was conducted. The three Regional Superintendents of Curriculum and Instruction, who collectively serve all 29 school divisions within the province, were interviewed to seek insight into current practices and the potential for change. The paper concludes that the provincial environment is favourable for asynchronous online professional development.
DegreeMaster of Education (M.Ed.)
CommitteeMorrison, Dirk; Cram, Bob
Copyright DateJuly 2012
asynchronous online professional development
rural and remote Saskatchewan
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