Incremental Progress: Re-examining Field Experiences in K-12 Online Learning Contexts in the United States
Leanna Archambault, Arizona State University, United States ; Kathryn Kennedy, Michigan Virtual University, United States ; Catharyn Shelton, Medha Dalal, Arizona State University, United States ; Laura McAllister, Sabrina Huyett, 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
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.
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 https://www.learntechlib.org/primary/p/174116/.
© 2016 Association for the Advancement of Computing in Education (AACE)
- Aiken, I.P., & Day, B.D. (1999). Early field experiences in preservice teacher education: Research and student perspectives. Action in Teacher Education, 21(3), 7-12.
- Allen, D.W., & Eve, A.W. (1968). Microteaching. Theory into Practice, 7(5), 181-185.
- Beijaard, D., Verloop, N., & Vermunt, J.D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teacher and Teacher Education, 16(7), 749-764.
- Blair, E. & Blair, J. (2015). Applied survey sampling. Los Angeles, CA: Sage.
- Buck, G., Morsink, C., Griffin, C, Hines, T., & Lenk, L. (1992). Preservice training: The role of field-based experiences in the preparation of effective special educators. Teacher Education and Special Education, 15(2), 108-123.
- Cattley, G. (2007). Emergence of professional identity for the preservice teacher. International Education Journal, 8(2), 337-347.
- Christensen, C.M., Horn, M.B., & Johnson, C.W. (2010). Disrupting class: How disruptive innovation will change the way the world learns, 2nd Ed. New York: McGrawHill.
- Compton, L., Davis, N.E., & Mackey, J. (2009). Field experience in virtual schooling-To be there virtually. Journal of Technology and Teacher Education, 17(4), 459-477.
- Dillman, D.A. (2010). Email and Internet surveys: The tailored design method (2nd ed.). New York: Wiley.
- Gardner, H., & Henry, M.A. (1968). Designing effective internships in teacher education. Journal of Teacher Education, 19(2), 177-186
- Gemin, B., Pape, L., Vashaw, L., & Watson, J. (2015). Keeping pace with K-12 online& Blended learning: An annual review of policy and practice. Evergreen, CO.: Evergreen Education Group.
- Harlin, R.P. (1999). Developing future professionals: Influences of literacy coursework and field experiences. Reading Research and Instruction, 38(4), 351-370.
- Hatch (2002). Doing qualitative research in education settings. Albany, NY: State University of New York Press.
- Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49.
- Irvine, V., Mappin, D., & Code, J. (2003). Preparing teachers to teach online: The role of faculties of education. In D. Lassner& C. McNaught (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 1978-1981). Chesapeake, VA: AACE.
- Joyce, B., Yarger, S.J., Howey, K., Harbeck, K., & Kluwin, T. (1977). Reflection on preservice education: Impressions from the national survey. Journal of Teacher Education, 28(5), 14-37.
- Kennedy, K. (2010). The essence of the virtual school practicum: A phenomenological study of pre-service teachers’ experiences in a virtual school. University of Florida, Gainesville, FL.
- Kennedy, K., & Archambault, L. (2012). Offering preservice teachers field experiences in K-12 online learning: A national survey of teacher education programs. Journal of Teacher Education, 63(801), 185–200. Doi:10.1177/0022487111433651
- Koran, M.L., Snow, R.E., & McDonald, F.J. (1971). Teacher aptitude and observational learning of a teaching skill. Journal of Educational Psychology, 62(3), 219-228.
- Michigan Department of Education. (2012). Classes that Can be Taught by Holders of Various Endorsements, as Impacted by NCLB. Retrieved from http://www.michigan.gov/documents/mde/Classes_Taught_396034_7.doc
- Wiggins, R.A., Follo, E.J., & Eberly, M.B. (2007). The impact of a field immersion program on preservice teachers’ attitudes toward teaching in culturally diverse classrooms. Teaching and Teacher Education, 23(5), 653-663.
- Zeichner, K.M. (1984). The ecology of field experience: Toward an understanding of the role of field experiences in teacher development. Paper presented at the Annual Meeting of the Association of Teacher Educators, New Orleans.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.
Transforming Teacher Preparation: Assessing Digital Learners’ Needs for Instruction in Dual Learning Environments
Susan Poyo, Franciscan University, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1682–1689
Using Blended Teaching to Teach Blended Learning: Lessons Learned from Pre-Service Teachers in an Instructional Methods Course
Kristen Shand, California State University Fullerton, United States; Susan Glassett Farrelly, Humboldt State University, United States
Journal of Online Learning Research Vol. 3, No. 1 (May 2017) pp. 5–30
Jered Borup, George Mason University, United States; Lisa Hasler Waters, Flint Hill School, VA, United States; Dennis Beck, University of Arkansas, United States
Journal of Online Learning Research Vol. 2, No. 4 (Dec 31, 2016) pp. 327–331
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.