K-12 Online and Blended Teacher Certifications: Striking a Balance Between Policy and Proficiency
Kristen DeBruler, Michigan Virtual University, United States ; Leanna Archambault, Arizona State University, United States ; Joe Freidhoff, Michigan Virtual University, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This paper describes a brief overview of the different approaches various states have adopted to attempt to address the need for quality teachers in online environments. These include state level endorsements, online teaching certificates offered by institutions of higher education or consortia, and the use of national/state standards pertaining to online teaching. We start by identifying the various actors and efforts that are attempting to address this problem and then offer suggestions on how these efforts may be better coordinated. We end with implications for both state-level policymakers, teacher preparation institutions, and teacher professional development efforts.
DeBruler, K., Archambault, L. & Freidhoff, J. (2013). K-12 Online and Blended Teacher Certifications: Striking a Balance Between Policy and Proficiency. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 4115-4121). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 2, 2023 from https://www.learntechlib.org/primary/p/48765/.
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- Florida Senate. (2011). H.B. 7197. Retrieved from http://www.flsenate.gov/Session/Bill/2011/7197
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