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Comparing Formative Supports of Graduate Candidates in Online and Face-to-Face Teacher Preparation Programs
PROCEEDING

, , University of North Carolina at Charlotte, United States

AACE Award

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Using a widely accepted measure of teacher candidates’ performance, edTPA, we examine the role of formative supports in supporting candidate-learning outcomes in a graduate teacher preparation program. We compare performance outcomes for two program tracks: online and face-to-face. We conclude formative supports impact the preparation of teacher candidates in both online and face-to-face contexts. Online program delivery modes support greater candidate independence and self-efficacy in teaching preparation skills; whereas, face-to-face programs create contexts in which candidates are more dependent upon instructors and formative supports to ensure teaching success.

Citation

Heafner, T. & Petty, T. (2016). Comparing Formative Supports of Graduate Candidates in Online and Face-to-Face Teacher Preparation Programs. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1329-1336). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 20, 2019 from .

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