Incremental Progress: Re-examining Field Experiences in K-12 Online Learning Contexts in the United States
Leanna Archambault, Arizona State University, United States ; Kathryn Kennedy, Michigan Virtual University, United States ; Catharyn Shelton, Medha Dalal, Arizona State University, United States ; Laura McAllister, Sabrina Huyett, Brigham Young University, United States
Journal of Online Learning Research Volume 2, Number 3, Publisher: Association for the Advancement of Computing in Education (AACE)
Despite the call for a transformation of teacher education in the 21st century, surprisingly little has changed. This includes how the practical, hands-on component, known as a field experience is structured. Previous research, conducted in 2010, specifically examining how teacher education programs address K-12 online learning through their field experiences found that only seven programs nationally, or 1.3% of responding programs, offered such an experience. In comparison, the current study found a small expansion that includes 15 programs across nine states, representing 3.5% of responding teacher education programs. Despite being limited, there appears to be slow, targeted growth, particularly in contexts in which partnerships have formed between teacher education programs and K-12 online providers. However, while signs of progress are evident, significant work to move the field forward with respect to K-12 online teacher preparation remains.
Archambault, L., Kennedy, K., Shelton, C., Dalal, M., McAllister, L. & Huyett, S. (2016). Incremental Progress: Re-examining Field Experiences in K-12 Online Learning Contexts in the United States. Journal of Online Learning Research, 2(3), 303-326. Association for the Advancement of Computing in Education (AACE).
© 2016 AACE