Investigating Collaborative Teacher Learning in Rural Contexts

Abstract

While research demonstrates that teachers need the resources of the professional community to learn, this issue remains critically understudied in contexts where a large geographic spread exists among teachers, as is often the case in rural communities. We explore this potential through a video-based responsive professional development model (RPD) we piloted with mathematics teachers from four rural school communities. Discussion will focus on the RPD model and our methodological approaches for this research.