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, ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
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. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
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
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
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
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 email@example.com.