The Online Teacher Education Trends: A Research Review Study of Recent Years
PROCEEDINGS
Ali Gök, Mersin University, Turkey ; Kürsat Arslan, Erciyes University, Turkey ; Fatih Saltan, Mersin University, Turkey
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
The purpose of this study is to analyze the associated studies, then to summarize their findings to reach a conclusion about recent situation of online teacher education. 14 of the studies were analyzed, which 6 articles for ‘in-service teachers’ and 8 papers for ‘pre-service teacher’. These articles investigated the online teacher education in terms of motivation, interaction, social, collaborative, quality of learning and ethical aspects, etc. At the results stage, ten articles of the fourteen selected articles stated the possible positive effects of the online teacher education to teacher. Also, two articles asserted that online teacher education may cause negative consequences and their view point generally deals with the usage of the ICT technologies by teachers. Consequently, blended methods may be more suitable to many contexts and online teacher education may be used especially in the in-service teacher education because of time and location restricts.
Citation
Gök, A., Arslan, K. & Saltan, F. (2009). The Online Teacher Education Trends: A Research Review Study of Recent Years. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 374-380). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/30621/.
Keywords
References
View References & Citations Map- Bishop, D.C., Giles, S.M., & Bryant, K.S. (2005). Teacher receptiveness toward web-based training and support. Teaching and Teacher Education, 21, 3-14.
- Dalgarno, N., & Colgan, L. (2007) Supporting novice elementary mathematics teachers’ induction in professional communities and providing innovative forms of pedagogical content knowledge development through information and communication technology. Teaching and Teacher Education: An International Journal of Research and Studies, 23(7), 1051-1065.
- Dawson, V. (2008). Use of information communication technology by early career science teachers in western Australia. International Journal of Science Education, 30(2), 203-219.
- Delfino, M., & Persico, D. (2007). Online or face-to-face? Experimenting with different techniques in teacher training. Journal of Computer Assisted Learning, 23(5), 351-365.
- DeWert, M.H., Babinski, L.M., & Jones, B.D. (2003). Providing Online Support to Beginning Teachers. Journal of Teacher Education, 54(4), 311-320.
- Ham, V., & Davey, R. (2005). Our first time: Two higher education tutors reflect on becoming a "virtual teacher". Innovations in Education and Teaching International, 42(3), 257-264.
- Jang, S.-J. (2008). The effects of integrating technology, observation and writing into a teacher education method course. Computers& Education, 50(3), 853-865.
- Motteram, G. (2006). 'Blended' education and the transformation of teachers: a long-term case study in postgraduate UK Higher Education. British Journal of Educational Technology, 37(1), 17-30.
- Nichol, J., & Watson, K. (2000). Videotutoring, non-verbal communication and initial teacher training. British Journal of Educational Technology, 31(2), 135-44.
- Olofsson, A.D. (2007). Participation in an educational online learning community. Educational Technology& Society, 10 (4), 28-38.
- Qing, L. (2005). Infusing technology into a mathematics methods course: any impact? Educational Research, 47(2), 217-233.
- Sime, D., & Priestley, M. (2005). Student teachers’ first reflections on ICT and classroom learning: Implications
- Xueguang, M., & Rada, R. (2005). Building a web-based accountability system in a teacher education program. Interactive Learning Environments, 13(1-2), 93-119.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References