Professional Development for Teachers in Rural and Remote Saskatchewan: Making a Case for Asynchronous Online Professional Development
Date
2012-08-22
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
ORCID
Type
Degree Level
Masters
Abstract
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.
Description
Keywords
education, Saskatchewan education, teachers, Saskatchewan teachers, asynchronous, asynchronous online professional development, rural, rural and remote Saskatchewan, development, professional development
Citation
Degree
Master of Education (M.Ed.)
Department
Educational Foundations
Program
Educational Foundations