Offering Preservice Teachers Field Experiences in K-12 Online Learning

Kennedy, Kathryn; Archambault, Leanna

doi:10.1177/0022487111433651

Cited by 195 publications

(106 citation statements)

References 26 publications

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“…Universities acknowledging these changes need to prepare tomorrow's K-12 teacher workforce appropriately. Unfortunately, according to a 2012 national survey, only 1.3% of university teacher preparation programs offered virtual field experiences to equip students to gain expertise in digital learning (Kennedy & Archambault, 2012b). Traditional face-to-face education benefits from teaching candidates having twelve years of maturation in the traditional school environment.…”

Section: K-12 Online Learningmentioning

confidence: 99%

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Preparing Teacher Candidates for Virtual Field Placements via an Exposure to K-12 Online Teaching

et al. 2017

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Aim/PurposeThe goal of this project was to determine what effects exposure to online K-12 teaching and learning activities had on teacher candidates' perceptions of K-12 online learning, how the exposure allowed teacher candidates to reach greater understanding of online pedagogy, and what effect such exposure had on teacher candidates' aspirations to complete virtual field experiences. BackgroundWith an increasing number of K-12 students learning online within full-time online schools and in blended learning environments, universities must prepare future educators to teach in virtual environments including clinical practice. Before engaging in online field placement, preservice teachers must be oriented to online K-12 teaching and learning. Methodology Using a design-based, mixed-method research methodology, this study drew samples from four sections of a hybrid technology integration course. Preservice teachers' papers detailing their perceptions, focus groups, and surveys were used to gauge changes in perceptions of online learning after participating in online teaching and learning activities. ContributionThe study demonstrated that an exposure to online K-12 classrooms stimulated preservice teachers' interest in online teaching as they began to feel that online education could be equivalent to traditional education. Findings Students' perceptions positively improved the equivalency of online learning to traditional schooling, the possibility of positive relationships between teachers and students, and the ability to create interactive learning. Students also reported being more knowledgeable and showed increased interest in participating in virtual field experiences.

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Section: K-12 Online Learningmentioning

confidence: 99%

“…Only very few examples of teacher preparation programs for online teaching exist at the moment (Barbour, Siko, Gross, & Waddell, 2013). Research indicates that many teacher training programs still use traditional methods (Kennedy & Archambault, 2012a, 2012b.…”

Section: K-12 Online Learningmentioning

confidence: 99%

Preparing Teacher Candidates for Virtual Field Placements via an Exposure to K-12 Online Teaching

et al. 2017

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“…Not only is preparation to teach important for learning the laws and designing lessons that optimize technologies in these settings, but also for preparing educators to think about long term interactions with various people within the entire online school system, and not just in online classrooms (Archambault & Kennedy, 2012).…”

Section: Recommendations and Directions For Future Researchmentioning

confidence: 99%

“When We Talk About Compliance, It’s Because We Lived It” - Online Educators’ Roles in Supporting Students with Disabilities

Rice

Carter

2015

OLJ

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As participation in online learning grows, so do concerns around the ways in which students with disabilities are served in virtual school programs, both full and part-time. At the crux of this struggle is the way in which federal and state laws (many of which were incepted before online learning existed or gained traction as an educational option) are interpreted by educators and translated into policies at the school level. Further, administrators, special education case managers, and teachers all interpret school level policies and answer to directives from a hierarchy of supervisors. The interpretations of these policies and the understandings educators use to guide their thinking have not been well-researched. In the present study, teachers, special education case managers, school level special education administrators, and regional directors were interviewed about their roles in developing, supporting, and implementing accommodations and other forms of support for students with disabilities in online courses. Findings from this work focus on the role conceptions of various types of educators in virtual schools and the tensions they experience as they work to support each other in positioning students with disabilities for success.

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“…Kennedy and Archambault [24] describe the mentor-teacher role in preservice teacher's online field experiences as a cognitive apprenticeship. Through this apprenticeship, preservice teachers observe online teaching practices, have opportunities to model their mentor teacher, and identify and reflect upon concepts presented.…”

Section: Instructor and Studentmentioning

confidence: 99%

“…While teacher training may address technology in physical education, Williams [19] suggested that preservice teachers remain inadequately prepared to translate content to an online environment and thus future training related to OLPE is needed. Results from a national survey targeting teacher education programs efforts preparing preservice teachers for online education suggest that 1.3% ( = 522) Education Research International 3 have field experiences for preservice teachers in online education, while an additional 13% indicated current plans to integrate virtual field experiences [24].…”

Section: Introductionmentioning

confidence: 99%

Training Online Physical Educators: A Phenomenological Case Study

Goad

Jones

2017

Education Research International

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Online physical education (OLPE) presents a unique set of challenges in translating traditional physical education to a digital space, all while meeting the same benchmarks, curriculum, and assessment standards of traditional courses. Currently, limited research exists investigating how physical educators are formally trained to deliver content online. Therefore, the purpose of this study was to describe the experiences and perceptions of students and instructor of a graduate-level OLPE teacher education (OLPETE) methods course. A phenomenographic research design was employed to examine the social phenomenon of one OLPETE methods course at a midwest midmajor college. Participants in this study were an instructor of OLPETE methods course and former students who had completed the course. Data for the case study were collected through semistructured interviews and inductive content analysis was employed to analyze the qualitative data. Results revealed four categories describing the lived experiences of those involved: (1) Modeling Online Instructional Practices, (2) Instructor and Student Interactions, (3) Transitioning Pedagogical and Content Knowledge Online, and (4) Navigating Instructional Tools and Technology.

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Offering Preservice Teachers Field Experiences in K-12 Online Learning

Cited by 195 publications

References 26 publications

Preparing Teacher Candidates for Virtual Field Placements via an Exposure to K-12 Online Teaching

Preparing Teacher Candidates for Virtual Field Placements via an Exposure to K-12 Online Teaching

“When We Talk About Compliance, It’s Because We Lived It” - Online Educators’ Roles in Supporting Students with Disabilities

Training Online Physical Educators: A Phenomenological Case Study

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