Teacher Preparation in Rural Communities through Distance Education

Knapczyk, Dennis R.; Chapman, Carrie; Rodes, Paul; Chung, Haejin

doi:10.1177/088840640102400415

Cited by 31 publications

(24 citation statements)

References 4 publications

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“…Some institutes in many developed countries started to offer professional development certificates in educational media or distance education via online education several years ago (for examples from Canada, the UK, and the US, see Boone and Andersen 1995, Robinson 1991, Sherry and Morse 1995, Wiesenmayer and Koul 1998. Recently, more online inservice teacher training programs, although not yet the prevalent method of administering inservice teacher training, are provided in many developed countries as well as some developing countries (for example, Baek and Westrom 2001, Barkley and Bianco 2001, Jung 2001, Knapczyk et al 2001. The providers of many online teacher training programs, however, seem to make the same mistake as did those of traditional training programs.…”

Section: Introductionmentioning

confidence: 99%

Perceived professional needs of Korean science teachers majoring in chemical education and their preferences for online and on‐site training

Noh¹,

Cha

Kang

et al. 2004

International Journal of Science Education

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In this study, we investigated the perceived professional needs of Korean science teachers majoring in chemical education, and examined their preferences for online and on-site inservice teacher training programs. The results were also compared with those of preservice teachers. Participants were 120 secondary school teachers and 67 preservice teachers, whose majors were either chemical education or science education with emphasis in chemistry. A questionnaire consisting of a modified Science Teacher Inventory of Need and a section concerning respondents' demographic information and their use of the Internet was administered. In contrast to previous studies, the perceived needs of Korean inservice and preservice teachers were found to be very strong in all 30 needs assessment items, and their prominent needs were from all seven categories. Preservice teachers indicated significantly greater needs than inservice teachers on several items. Korean teachers generally tended to prefer online inservice to traditional on-site training programs, although they still preferred on-site types of programs in areas such as conducting digitalcommons.unl.edu

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Section: Introductionmentioning

confidence: 99%

Perceived professional needs of Korean science teachers majoring in chemical education and their preferences for online and on‐site training

Noh¹,

Cha

Kang

et al. 2004

International Journal of Science Education

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show abstract

“…Spooner, Spooner, Algozzine and Jordan (1998) noted that the severe teacher shortages of the late 1990's created a demand for ''creative, practical, and productive personnel preparation programs' ' (p.122). Distance education specifically addressed the need for teacher preparation programs in rural areas (Grugenhagen, McCracken & True, 1999;Knapczyk, Chapman, Rodes, & Chung, 2001).…”

mentioning

confidence: 99%

A Comparison of Traditional and Online Instruction in an Introduction to Special Education Course

Steinweg

Davis

Thomson

2005

Teacher Education and Special Education: The Journal of the Tea

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There has been a proliferation of college courses and programs offered via distance education and particularly via the Internet (online). Although there is evidence that distance education using video conferencing or off-campus classes is effective, there is insufficient research addressing the online classes. Much of the existing research has investigated perceptions rather than outcomes. In contrast, this research presents a comparison of performance of candidates in introductory special education classes presented in traditional and online formats. Pretests and posttests of course content and attitudes toward inclusion, and rubric scores from three performance products were used to compare the outcomes in the course. The results support the ''no significant difference'' phenomenon and the use of distance education as a valid mechanism for delivery of teacher education.

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“…Keywords: co-teaching, field experiences, telepresence technology, rural education, technology in teaching For rural communities across the United States, distance teacher-preparation programs address some of the chronic challenges facing rural education: the disproportionately high teacher shortages and lack of access to institutions of higher education (Knapczyk, Chapman, Rodes, & Chung, 2001;Latterman & Steffes, 2017). As more universities across the country offer distance teacher preparation programs, many rural school districts are "operat[ing] under a de facto 'grow your own' system in seeking and developing new teacher talent" (Lavalley, 2018, p. 15).…”

Section: The Future Of Field Experiences In Distance Education: a Casmentioning

confidence: 99%

The Future of Field Experiences in Distance Education:

Wertzberger

2019

tpre

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In an attempt to be more culturally responsive to the needs of its students, universities across the country are leveraging technologies to make their campuses more readily available to a broader student audience. Yet, with the proliferation of online teacher preparation programs, difficulties arise in providing preservice teachers with quality field experiences. This case study examines how telepresence robotic technology was used to facilitate a field experience that would otherwise have been prohibitive in a master of arts in teaching program. While a substantial body of literature examines the use of virtual environments and technologies in educating hard-to-reach populations, little research has been done in how telepresence technologies may effectively bridge the access gap for preservice teachers who are place-bound geographically. The findings from this study suggest that, when coupled with the implementation of effective co-teaching practices, telepresence technology can facilitate meaningful field experiences in real time, for place-bound preservice teachers without local K-12 institutions to host their field experiences.

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Teacher Preparation in Rural Communities through Distance Education

Cited by 31 publications

References 4 publications

Perceived professional needs of Korean science teachers majoring in chemical education and their preferences for online and on‐site training

Perceived professional needs of Korean science teachers majoring in chemical education and their preferences for online and on‐site training

A Comparison of Traditional and Online Instruction in an Introduction to Special Education Course

The Future of Field Experiences in Distance Education:

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