Building a virtual STEM professional learning network for rural teachers

Abstract

This study explored the experiences of rural and suburban teachers as they engaged in virtual and hybrid STEM professional learning opportunities, analyzed through an ethnographic case study. Provided are two lenses through which to view the findings. First, from the rural teachers’ perspective, an exploration of the experiences while engaging in virtual and hybrid STEM professional learning, with findings indicating three major themes: 1) increased collaborations, 2) equitable access to resources and learning and 3) increased content and pedagogical content knowledge. The second perspective, from the project leadership, as collaborations across two IHE’s and with multiple district teachers and administrators, led to the design of a professional development model that was successful at initiating a network for rural teachers to engage in STEM learning through investigations, collaborations within and between districts, and coaching activities, aimed at increasing STEM content knowledge and pedagogical content knowledge.