ONLINE TEACHER EDUCATION ACROSS INTERNATIONAL BORDERS AND LANGUAGES: CONDUCTING AN ENGLISH-LANGUAGE ONLINE TEACHER EDUCATION COURSE FOR FIRST-YEAR TEACHER CANDIDATES IN CHINA

Teacher education courses offered online are becoming increasingly common. Unfortunately, few instructors of online teacher education courses have specific preparation for teaching adult learners or in teaching online courses, resulting in faltering attempts to transfer traditional methodology such as lectures to online platforms. This chapter considers the background of distance education and examines relevant literature on adult learners. Differentiated instruction is proffered as a means of meeting the needs of adult learners in online teacher education courses. Specific examples of differentiating content, process, and product are suggested.

Download Full-text

Promoting Collaborative Learning in Online Teacher Education

Teacher Education Programs and Online Learning Tools - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-1906-7.ch008 ◽

2013 ◽

pp. 145-166

Author(s):

Vassiliki I. Zygouris-Coe

Keyword(s):

Teacher Education ◽

Collaborative Learning ◽

Course Design ◽

Teacher Preparation Programs ◽

Online Course ◽

Preparation Programs ◽

Online Teacher Education ◽

Online Teacher ◽

Further Development ◽

Education Courses

Online learning continues to grow as a learning option for millions of students in US colleges and universities. Collaboration plays an important role in student learning. This chapter presents information on how collaborative learning was designed and implemented in a comprehensive online course in reading for pre-service and in-service educators in grades P-12. The author presents details on course design issues, instructional practices, benefits, and challenges associated with collaborative learning in this online course, and implications for further development and evaluation of collaborative learning in teacher preparation programs. The author also provides recommendations for promoting collaboration in online teacher education courses.

Download Full-text

Strategies for Blended Approaches in Teacher Education

Effective Blended Learning Practices ◽

10.4018/978-1-60566-296-1.ch003 ◽

2011 ◽

pp. 39-61 ◽

Cited By ~ 2

Author(s):

Ruth Geer

Keyword(s):

Teacher Education ◽

Blended Learning ◽

Teaching And Learning ◽

Computer Mediated Communication ◽

Warning Signs ◽

First Year ◽

Mediated Communication ◽

Study Approach ◽

Computer Mediated ◽

First Year Teacher

This chapter describes an investigation of strategies for fostering higher order cognition in a blended learning environment. The exploration, which utilised a qualitative case study approach, highlights the critical nature of effective instructional design. The study extends the educator’s understanding of the complexities of online and blended learning environments through an analysis of the discourse of computer-mediated communication in a first year teacher education course. The investigation resulted in the development of a pedagogical framework which outlines the relationship between pedagogies, technologies and their related learning outcomes. Critical indicators, which are potentially important as strategies and early warning signs of “students at risk”, become evident in the analysis. This research had led to notions of imprinting and cognitive tracks which can be used to inform strategies for teaching and learning using a blended approach.

Download Full-text