Explore instructors’ perceptions and practices in online courses for in-service teachers
Jung Jin Kang, Michigan State University, United States
EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-95-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Teacher education programs have provided online courses for in-service teachers because of their effectiveness, the demands of society and students, and so on. Online learning in teacher education program has a lot of advantages if educators use in-service teachers’ resources, such as their educational experiences and contexts in which they can apply their learning. In this study, I examined two online instructors who taught in-service teachers. Data included web resources, online activities and discussions, and interviews with two instructors and four in-service teachers. Analysis indicated that instructors disrupted their perceptions of and practices in an online approach in teacher education, such as applying online tools, providing online activities, and using online pedagogy. This study shows that online instructors have developed their roles from providing resources to connecting in-service teachers’ experiences to online learning.
Kang, J.J. (2012). Explore instructors’ perceptions and practices in online courses for in-service teachers. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 941-945). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE).
© 2012 Association for the Advancement of Computing in Education (AACE)