Learning to Teach a Blended Course in a Teacher Preparation Program
Jung Jin Kang, Michigan State University, United States
CITE Journal Volume 14, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Teacher preparation programs have provided blended courses (a combination of online and face-to-face learning) for their students because of their availability and their convenience. Researchers need to understand how teacher educators perceive blended courses when they teach teacher candidates, because teacher preparation programs have different features than other higher education programs have. This qualitative study examined one instructor’s activities and her perceptions of a blended course in a teacher preparation program for one semester. Data included classroom and online observations, weekly interviews after face-to-face classes, and a final interview at the end of the semester. The results indicated that the instructor saw her roles primarily as pedagogical, managerial, social, and technical. The instructor also saw herself taking on additional roles in the blended environment. This study suggests that ongoing support from cohorts and institutions is necessary for instructors who implement new blended approaches.
Kang, J.J. (2014). Learning to Teach a Blended Course in a Teacher Preparation Program. Contemporary Issues in Technology and Teacher Education, 14(1), 54-71. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2014 Society for Information Technology & Teacher Education
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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
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