Training Teachers for a Virtual School System

2013 ◽  
pp. 1398-1415
Author(s):  
Michael K. Barbour
Keyword(s):  
Teacher Education ◽  
Online Teaching ◽  
Virtual Schools ◽  
Virtual School ◽  
Teacher Education Programs ◽  
Full Time ◽  
Education Programs ◽  
Face To Face ◽  
Cyber Schools ◽  
K 12

Online learning at the K-12 level is growing exponentially. Students learning in supplemental virtual schools and full-time cyber schools, using a variety of delivery models that include and sometimes combine independent, asynchronous, and synchronous instruction, in almost every state in the US. In some instances the knowledge, skills, and abilities required by teachers in this technology-mediated environment is consistent with what they learned about face-to-face teaching in their teacher education programs, while in many instances, the two are quite different. Presently the lack of empirical research into effective K-12 online teaching limits teacher education programs. However, teacher education programs still need to better prepare pre-service and in-service teachers to design, deliver, and support students engaged virtual schooling.

Training Teachers for a Virtual School System

2012 ◽  
pp. 499-517 ◽  
Author(s):  
Michael K. Barbour
Keyword(s):  
Teacher Education ◽  
Online Teaching ◽  
Virtual Schools ◽  
Virtual School ◽  
Teacher Education Programs ◽  
Full Time ◽  
Education Programs ◽  
Face To Face ◽  
Cyber Schools ◽  
K 12

Online learning at the K-12 level is growing exponentially. Students learning in supplemental virtual schools and full-time cyber schools, using a variety of delivery models that include and sometimes combine independent, asynchronous, and synchronous instruction, in almost every state in the US. In some instances the knowledge, skills, and abilities required by teachers in this technology-mediated environment is consistent with what they learned about face-to-face teaching in their teacher education programs, while in many instances, the two are quite different. Presently the lack of empirical research into effective K-12 online teaching limits teacher education programs. However, teacher education programs still need to better prepare pre-service and in-service teachers to design, deliver, and support students engaged virtual schooling.

The Extent of K-12 Online Teacher Development

2021 ◽  
pp. 924-944
Author(s):  
Jean S. Larson ◽  
Leanna Archambault
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Development ◽  
Online Teaching ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Online Teachers ◽  
Online Teacher ◽  
Online Schools ◽  
K 12

This chapter, updated for the second edition of this volume, reviews the current research specific to the characteristics and preparation of those involved in K–12 online teaching. While few teacher education programs integrate any aspect of online teaching into their coursework or field experiences, existing programs are discussed. Limited, but notable progress is being made with respect to K–12 online teacher preparation. However, there continues to be gaps in the literature examining the extent to which teachers are being educated, trained, and otherwise prepared to function in online settings. Over the past decade, the need for teacher education programs and current K–12 online schools to work together to prepare teachers has become increasingly clear. Effective online teaching techniques must be defined, empirically proven, and then efficiently implemented by both future and current K–12 online teachers to ensure quality online educational experiences and outcomes for students.

The Extent of K-12 Online Teacher Development

2019 ◽  
pp. 57-77 ◽  
Author(s):  
Jean S. Larson ◽  
Leanna Archambault
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Development ◽  
Online Teaching ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Online Teachers ◽  
Online Teacher ◽  
Online Schools ◽  
K 12

This chapter, updated for the second edition of this volume, reviews the current research specific to the characteristics and preparation of those involved in K–12 online teaching. While few teacher education programs integrate any aspect of online teaching into their coursework or field experiences, existing programs are discussed. Limited, but notable progress is being made with respect to K–12 online teacher preparation. However, there continues to be gaps in the literature examining the extent to which teachers are being educated, trained, and otherwise prepared to function in online settings. Over the past decade, the need for teacher education programs and current K–12 online schools to work together to prepare teachers has become increasingly clear. Effective online teaching techniques must be defined, empirically proven, and then efficiently implemented by both future and current K–12 online teachers to ensure quality online educational experiences and outcomes for students.

Digital tools to promote remote lesson study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Joanna C. Weaver ◽  
Gabriel Matney ◽  
Allison M. Goedde ◽  
Jeremy R. Nadler ◽  
Nancy Patterson
Keyword(s):  
Teacher Education ◽  
Lesson Study ◽  
Online Courses ◽  
Digital Tools ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Isolation ◽  
Content Type ◽  
Face To Face ◽  
Using Data

PurposeThe authors propose that a digital instructional delivery format of lesson study (LS) may have the potential to amplify particular aspects of traditional, face-to-face LS.Design/methodology/approachThis is a qualitative case study, using data triangulation, member checking and an inductive approach to open-coding utilizing grounded theory to identify codes and themes.FindingsDigital tools promoted LS and learning, allowing for rigorous collaboration, synchronous observations, data collection and feedback, leading to deeper understanding.Research limitations/implicationsDigital tools used in the online LS process changed how instructional planning can be researched, analyzed and written collaboratively and impacted the fluidity of a lesson, the ease of observation and reflection, student engagement and the researchers' and students' ability to share ideas in real time.Practical implicationsLS can be integrated into online teacher education programs to engage students in online learning and promotes engagement, peer interaction and student voice. The use of these digital tools is not restricted just to remote instructional contexts.Social implicationsLS reduces teacher isolation, builds a collaborative community of teachers and increases instructional motivation. Educators across schools, universities or districts can integrate online LS into remote teacher education programs and online courses.Originality/valueThis study is original work that has not been published elsewhere.

How the Match Gets Made: Exploring Student Teacher Placements across Teacher Education Programs, Districts, and Schools

2021 ◽  
pp. e20200014
Author(s):  
Elise St. John ◽  
Dan Goldhaber ◽  
John Krieg ◽  
Roddy Theobald
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Teacher Candidates ◽  
Mentor Teachers ◽  
Teacher Education Programs ◽  
Effective Teacher ◽  
Education Programs ◽  
K 12

Emerging research finds connections between teacher candidates’ student teaching placements and their future career paths and effectiveness. Yet relatively little is known about the factors that influence these placements and how teacher education programs (TEPs) and K-12 school systems match teacher candidates to mentor teachers. In our study of this process in Washington state, we find that TEPs and K-12 systems share overarching goals related to successful student teacher placements and developing a highly effective teacher workforce. However, distinct accountabilities and day-to-day demands also sometimes lead them to prioritize other objectives. In addition, we identified informational asymmetries, which left TEPs questioning how mentor teachers were selected, and districts and schools with limited information with which to make intentional matches between teacher candidates and mentor teachers. The findings from this study inform both practice and research in teacher education and human resources. First, they illuminate practices that appear to contribute to informational gaps and institutional disadvantages in the placement of student teachers. Additionally, they raise questions about what constitutes an effective mentor teacher and provide researchers and policymakers with better insight into the professional realities of teacher educators and K-12 educators, as well as those of district human resource (HR) coordinators, which is important given their differing accountabilities and distinctive positionings in the education of teacher candidates.

How Does Location Impact Meaning and Opportunity? Rural Schools and the NCATE Diversity Standard

2012 ◽  
Vol 114 (5) ◽  
pp. 1-36
Author(s):  
Debra Miretzky ◽  
Sharon Stevens
Keyword(s):  
Teacher Education ◽  
Rural Schools ◽  
Quantitative Methods ◽  
Online Survey ◽  
Teacher Education Programs ◽  
National Council ◽  
Education Programs ◽  
Ample Evidence ◽  
Rural Teacher ◽  
K 12

Background/Context While there is ample evidence that the K–12 student population is becoming increasingly diverse and the teacher workforce is not, very little literature addresses the specific problems rural teacher education programs may experience attempting to meet the National Council for the Accreditation of Teacher Education (NCATE) diversity standard. A 2005 NCATE-sponsored survey found that an unknown number of respondents indicated difficulty in meeting the requirements of the standard and that “geographically isolated” programs were especially affected. The existing research that targets rural programs tends to describe specific practices. As NCATE and TEAC, the two major teacher education accreditation programs, move toward consolidation, revisiting the expectations regarding diversity is critical. Purpose/Objective/Research Question/Focus of Study The purpose of this study was to explore rural SCDEs’ experiences with the diversity standard as well as the implications of these experiences, with the aim of reporting and suggesting possible strategies for enhancing the application of the standard at the institutional and agency levels. We hypothesized that rural schools experience difficulty with meeting aspects of the standard due to the potential limitations associated with the schools’ locations. Research questions focused on how rural programs define diversity, identification of obstacles, priorities for programs, and adaptations. One hundred and sixteen NCATE coordinators and/or deans participated in the study's online survey. Research Design This research was an exploratory study that used qualitative and quantitative methods. The instrument included survey questions and items for open-ended responses. Conclusions/Recommendations Rural teacher education programs do experience difficulties with meeting the requirements of the NCATE diversity standard. Respondents singled out recruitment and retention of diverse faculty and candidate's inability to provide high-quality diversity experiences, and location as the biggest issues. Respondents perceived that NCATE focuses on race and ethnicity to the exclusion of other categories. In particular, respondents reported strong beliefs that SES and exceptionalities are more universal and more locally relevant and deserve to be recognized as critical priorities for educating candidates who could build on this competence in working with other diversities—a kind of “transferable skills” perspective. Programs would like to see recognition for “good faith” efforts and would value the opportunity to demonstrate the strengths and generalizability of their diversity programs. As NCATE and the Teacher Education Accreditation Council (TEAC) move toward consolidation, new frameworks for assessing these frameworks should be considered.

Meeting the Needs of Exceptional Students

2012 ◽  
pp. 28-44 ◽  
Author(s):  
Timothy J. Frey ◽  
E. Ann Knackendoffel
Keyword(s):  
Teacher Education ◽  
Learning Environments ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Teacher Education Programs ◽  
Exceptional Students ◽  
Education Programs ◽  
Design For Learning ◽  
K 12

Today’s K-12 classrooms are learning environments that present teachers with the challenge of meeting the diverse needs of learners. Utilizing technology and the principles of Universal Design for Learning (UDL) can help teachers to meet the exceptional needs of learners in a variety of areas. This chapter presents ideas and strategies to utilize technology to facilitate the implementation of UDL principles (using multiple means of representation, engagement, and expression in the design of instruction) in teacher education and K-12 classrooms. Each principle of UDL is described, and examples of technology that can support implementation of the principle are shared. The chapter concludes with considerations for teacher education programs including providing modeling of UDL instruction and designing instruction with UDL in mind.

Perceptions of Teacher Education Candidates to Digital and Learning Technologies

2016 ◽  
pp. 451-472
Author(s):  
Prince Hycy Bull ◽  
Gerrelyn Chunn Patterson ◽  
Mahmud A. Mansaray ◽  
Yolanda L. Dunston
Keyword(s):  
Teacher Education ◽  
Student Teaching ◽  
Self Efficacy ◽  
Learning Technologies ◽  
The Self ◽  
Digital Content ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Education Candidates ◽  
K 12

The proliferation of learning technologies and new laws supporting digital content in K-12 education have forced teacher education programs to redefine how candidates are prepared to teach with digital content. In preparing teacher education candidates, technological knowledge is just as important as content and pedagogical knowledge. How do teacher education programs ensure that candidates are adequately prepared to teach with learning technologies and digital content? The answer to this question lies not only in the empirical knowledge of how technology is infused in the teacher education curriculum and used during student teaching, but also in the self-efficacy and the self-assessment of candidates' technological skills. Using Bandura's (1977) self-efficacy theory as a guiding framework, this study seeks to address how prepared teacher candidates are to teach with learning technologies and digital content. Findings from the study show positive efficacy of candidates to digital content and learning technologies.

The Design, Implementation, and Evaluation of a Graduate Course to Prepare Teachers and School Librarians to Lead K-12 Computational Thinking

2020 ◽  
pp. 243-268
Author(s):  
Kimberly C. Huett ◽  
Adriana D'Alba ◽  
Bruce Neubauer
Keyword(s):  
Teacher Education ◽  
Computational Thinking ◽  
Instructional Planning ◽  
Teacher Education Programs ◽  
School Librarians ◽  
Education Programs ◽  
Graduate Course ◽  
Underrepresented Groups ◽  
Barriers To Access ◽  
K 12

The importance of applying computational thinking—the problem-solving approach used in the domain of computer science—to solve significant problems is increasingly recognized in K-12 schools as a fundamental skill all students need to develop. The current study presents the design, implementation, and evaluation of a graduate course 20 teachers and school librarians completed in spring 2019. The purpose of the course was to expand learners' understandings of the value and nature of computational thinking, to explore barriers to access faced by students in underrepresented groups, and to reflect on how to facilitate K-12 students' understandings of computational thinking outside of dedicated computing courses. Using a model for systematic instructional planning and evaluation, this chapter reports qualitative thematic analyses of learners' performances and reflections. The chapter concludes with planned revisions for the course and implications for similar efforts within in-service teacher education programs.

scholarly journals Implementing Synchronous Online Flipped Learning for Pre-service Teachers During COVID-19

2022 ◽  
Vol 11 (2) ◽  
pp. 653-661
Author(s):  
Yong-Jik Lee ◽  
Robert Davis* ◽  
Yue Li
Keyword(s):  
Teacher Education ◽  
Teacher Education Programs ◽  
Flipped Learning ◽  
Education Programs ◽  
Self Directed Learning ◽  
Learner Engagement ◽  
Face To Face ◽  
Directed Learning ◽  
Collaborative Activities ◽  
Synchronous Online

<p style="text-align: justify;">Most research has examined flipped learning within the context of face-to-face (F2F) instruction. However, previous research has not effectively explored the possibility of how online synchronous flipped learning influences pre-service teachers (PSTs) in teacher education programs during Coronavirus disease (COVID-19). Recognizing the gap in the literature, this paper explored three aspects of online synchronous flipped learning by understanding 1) PSTs' learner engagement, 2) self-directed learning, and 3) learner satisfaction in a Korean university. The data was collected from Korean PST's interviews, reflection notes, and course evaluations. The thematic analysis was used to analyze qualitative data sources. The study findings showed that PSTs favored a synchronous online FL because it encouraged them to engage in various collaborative activities through Zoom breakout sessions. Also, pre-class materials from online FL can positively enhance the PSTs' self-directed learning process. Based on these findings, this study provides suggestions on how to effectively implement online synchronous flipped learning in teacher education programs.</p>

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