You are here:

Offering Preservice Teachers Field Experiences in K-12 Online Learning: A National Survey of Teacher Education Programs
ARTICLE

,

Journal of Teacher Education Volume 63, Number 3, ISSN 0022-4871

Abstract

Enrollment in K-12 online learning is growing at an exponential rate throughout the United States. Currently, all 50 states offer K-12 online learning opportunities. Some states such as Michigan, Alabama, New Mexico, and Idaho have passed legislative measures requiring K-12 students to complete at least one online learning experience by the time they graduate high school. Because of this growth, 21st century educators need to be prepared to teach online. This study shares the results of a national survey targeting teacher education programs' efforts to help prepare preservice teachers for K-12 online learning. Data show that only 1.3% of responding teacher education programs are addressing this need via field experiences in virtual schools. Implications for policy and practice in the field of teacher education are examined. (Contains 5 tables and 5 figures.)

Citation

Kennedy, K. & Archambault, L. (2012). Offering Preservice Teachers Field Experiences in K-12 Online Learning: A National Survey of Teacher Education Programs. Journal of Teacher Education, 63(3), 185-200. Retrieved April 24, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

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. Evaluating the Online Teacher: An Analysis of the iNacol Quality Standards for Online Teaching

    Brianne Jackson, Virginia Commonwealth University, United States

    EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 558–565

  4. 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

  5. Training for Online Teachers to Support Student Success: Themes from a Survey Administered to Teachers in Four Online Learning Programs

    Jacqueline Zweig & Erin Stafford, Education Development Center, Inc., United States

    Journal of Online Learning Research Vol. 2, No. 4 (Dec 31, 2016) pp. 399–418

  6. 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 Vol. 2, No. 3 (Dec 20, 2016) pp. 303–326

  7. A Case Study of a Professional Learning Community in a Highly Diverse Blended School

    Mark Stevens, George Mason University, United States; Mary Rice, University of Kansas, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 485–495

  8. Partnership, Practice, and Pedagogy: The Impact of Virtual Experiences on Pre-service Teachers

    Susan Poyo, Franciscan University of Steubenville, United States; Samantha Fecich, Grove City College, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 440–445

  9. Professional Development Supports for the Blended, Co-Taught Classroom

    Somer Lewis & Amy Garrett Dikkers, University of North Carolina Wilmington, United States

    Journal of Online Learning Research Vol. 2, No. 2 (Aug 01, 2016) pp. 103–121

  10. Factors Influencing Teacher Satisfaction at an Online Charter School

    Jered Borup & Mark A. Stevens, George Mason University, United States

    Journal of Online Learning Research Vol. 2, No. 1 (Mar 31, 2016) pp. 3–22

  11. Teaching Practices and Teacher Perceptions in Online World Language Courses

    Chin-Hsi Lin & Binbin Zheng, Michigan State University, United States

    Journal of Online Learning Research Vol. 1, No. 3 (December 2015) pp. 275–303

  12. A Case Study of the Kamehameha Schools Online Instructor Training Institute: Preparing Teachers to Become Distance Learning Instructors Seven to Ten Years Later

    Dorothy Hirata, Kamehameha Schools, United States

    Global Learn 2015 (April 2015) pp. 627–632

  13. Predictors of Student Success in an Online Learning Environment in the English-Speaking Caribbean: Evidence from the University of the West Indies Open Campus

    S Warrican, The University of the West Indies Open Campus; Coreen Leacock, The University of the West Indies Cave Hill Campus; Benita Thompson & Melissa Alleyne, The University of the West Indies Open Campus

    Open Praxis Vol. 6, No. 4 (Nov 11, 2014) pp. 331–346

  14. Empowering Teachers? An Exploratory Study of Personnel Practices in Virtual Charter Schools in the United States

    Dennis Beck & Robert Maranto, University of Arkansas

    Journal of Open, Flexible, and Distance Learning Vol. 18, No. 2 (Dec 23, 2014) pp. 59–81

  15. Closing the Gap: Preparation of Pre-service Teachers in Online Learning

    Amy O'Brien, Robert Morris University, United States

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1500–1508

  16. Secondary Teachers’ Concerns in Adopting Learning Management Systems: A U.S. Perspective

    Bianca Lochner, Rita-Marie Conrad & Edward Graham, Walden University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 1216–1224

  17. Investigating the Impact of a Site-based Educational Technology Course in Teacher Education

    Nicholas Lux, Montana State University - Bozeman, United States; Mike Van Vuren, Bozeman School District, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2568–2573

  18. Applying the ESPRI to K-12 Blended Learning

    Jason Siko, Grand Valley State University, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1551–1555

  19. Supporting Students in Supplemental Online Learning for Credit Recovery

    Theresa Pettyjohn, Columbia County Special Services, United States; Kathryn Kennedy, iNACOL, United States; Jason LaFrance, Georgia Southern University, United States

    Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 4141–4146

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.