This paper presents a professional learning (PL) model that emerged from the authors’ involvement with PL processes in several rural and remote schools in the state of Tasmania. As is the case for rural areas generally, young people in rural areas of Tasmania have lower retention rates to Year 12 and lower participation rates in higher education than their urban peers. Schools in these regions typically have less experienced staff, higher staff turnover and reduced access to professional networks compared with urban schools. Four case studies are presented to illustrate the experiences that lead to the partnership model of PL and the authors’ insights into the nature of collaborative partnerships in rural contexts are discussed The study makes a contribution to understanding of the development of effective PL partnerships in rural schools as well as contributing to broader debates about the nature of partnership between teachers and facilitators of PL.
History
Publication title
Australian Journal of Teacher Education
Volume
36
Issue
12
Pagination
97-116
ISSN
0313-5373
Department/School
Faculty of Education
Publisher
Social Science Press
Place of publication
Australia
Rights statement
Copyright 2011 the authors
Repository Status
Open
Socio-economic Objectives
Other education and training not elsewhere classified