You are here:

Incremental Progress: Re-examining Field Experiences in K-12 Online Learning Contexts in the United States
article

, Arizona State University, United States ; , Michigan Virtual University, United States ; , , Arizona State University, United States ; , , Brigham Young University, United States

Journal of Online Learning Research Volume 2, Number 3, ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

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.

Citation

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. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 21, 2019 from .

View References & Citations Map

References

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

View References & Citations Map

Cited By

  1. Schools in Transition: How Teacher Preparation Programs Prepare K-12 Teachers to Teach Online

    Sarah Bryans-Bongey & Kevin J. Graziano, Nevada State College, United States

    Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 921–925

  2. Transforming Teacher Preparation: Assessing Digital Learners’ Needs for Instruction in Dual Learning Environments

    Susan Poyo, Franciscan University, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1682–1689

  3. Using Blended Teaching to Teach Blended Learning: Lessons Learned from Pre-Service Teachers in an Instructional Methods Course

    Kristen Shand, California State University Fullerton, United States; Susan Glassett Farrelly, Humboldt State University, United States

    Journal of Online Learning Research Vol. 3, No. 1 (May 2017) pp. 5–30

  4. Special Issue on Supporting Students in K-12 Online and Blended Learning Environments

    Jered Borup, George Mason University, United States; Lisa Hasler Waters, Flint Hill School, VA, United States; Dennis Beck, University of Arkansas, United States

    Journal of Online Learning Research Vol. 2, No. 4 (Dec 31, 2016) pp. 327–331

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.