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A Dual Placement Approach to Online Student Teaching
article

, , School of Education, Nevada State College, United States

CITE Journal Volume 16, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Many school districts across the United States now offer online K-12 education, and the proportion of all students in higher education taking at least one online course is at an all-time high of 32% (Allen & Seaman, 2013). With the evolution of online teaching and learning, teacher preparation programs must establish and offer online student teaching placements. The purpose of this case study was to investigate the experiences of seven secondary preservice teachers who completed student teaching in dual settings, online and on campus. Student teachers valued not having to write the curriculum for online classes, stated that classroom disturbances were limited online, identified valuable online tools and resources to differentiate their lessons, and reported high parental involvement with online classes. Student teachers, however, struggled to motivate their online students and manage their time efficiently. Recommendations on how to get started and improve online student teaching are provided.

Citation

Graziano, K.J. & Feher, L. (2016). A Dual Placement Approach to Online Student Teaching. Contemporary Issues in Technology and Teacher Education, 16(4), 495-513. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 19, 2019 from .

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Cited By

  1. Online Student Teaching with Undergraduate Preservice Teachers

    Kevin J. Graziano & Lori Feher, School of Education, Nevada State College, United States

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 640–648

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