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Download filePutting Partnership at the Centre of Teachers' Professional Learning in Rural and Regional Contexts: Evidence from Case Study Projects in Tasmania
journal contribution
posted on 2023-05-17, 10:11 authored by Stack, S, Kim Beswick, Natalie BrownNatalie Brown, Bound, H, John KennyJohn Kenny, Abbott-Chapman, JThis 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 EducationVolume
36Issue
12Pagination
97-116ISSN
0313-5373Department/School
Faculty of EducationPublisher
Social Science PressPlace of publication
AustraliaRights statement
Copyright 2011 the authorsRepository Status
- Open