Virtual Professional Learning Communities: A Case Study in Rural Music Teacher Professional Development

Abstract

The purpose of this study was to explore how a Virtual Professional Learning Community (VPLC) might serve as effective professional development for large ensemble teachers in rural communities interested in improving their pedagogy. We used a case study approach to investigate four rural music teachers who actively participated in an online professional learning community focused on implementing the Comprehensive Musicianship through Performance model of planning and instruction into one of their large ensemble classes. Based on our findings, we concluded that a VPLC provided rural music teachers with meaningful, content-specific professional development while also reducing feelings of professional isolation. However, we also identified challenges that impacted the effectiveness of the VPLC. The implications for music teacher educators are discussed.

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