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Incremental Progress: Re-examining Field Experiences in K-12 Online Learning Contexts in the United States

, Arizona State University, United States ; , Michigan Virtual University, United States ; , , Arizona State University, United States ; , , Brigham Young University, United States

Journal of Online Learning Research Volume 2, Number 3, ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Despite the call for a transformation of teacher education in the 21st century, surprisingly little has changed. This includes how the practical, hands-on component, known as a field experience is structured. Previous research, conducted in 2010, specifically examining how teacher education programs address K-12 online learning through their field experiences found that only seven programs nationally, or 1.3% of responding programs, offered such an experience. In comparison, the current study found a small expansion that includes 15 programs across nine states, representing 3.5% of responding teacher education programs. Despite being limited, there appears to be slow, targeted growth, particularly in contexts in which partnerships have formed between teacher education programs and K-12 online providers. However, while signs of progress are evident, significant work to move the field forward with respect to K-12 online teacher preparation remains.

Citation

Archambault, L., Kennedy, K., Shelton, C., Dalal, M., McAllister, L. & Huyett, S. (2016). Incremental Progress: Re-examining Field Experiences in K-12 Online Learning Contexts in the United States. Journal of Online Learning Research, 2(3), 303-326. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 17, 2018 from .

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Cited By

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    Susan Poyo, Franciscan University, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1682–1689

  2. Using Blended Teaching to Teach Blended Learning: Lessons Learned from Pre-Service Teachers in an Instructional Methods Course

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  3. Special Issue on Supporting Students in K-12 Online and Blended Learning Environments

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    Journal of Online Learning Research Vol. 2, No. 4 (Dec 31, 2016) pp. 327–331

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