The Status of Professional Development for K-12 Online Teachers: Insights and Implications
Document Type
Article
Publication Date
10-2009
Abstract
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.
Publication Information
Rice, Kerry and Dawley, Lisa. (2009). "The Status of Professional Development for K-12 Online Teachers: Insights and Implications". Journal of Technology and Teacher Education, 17(4), 523-545.