Abstract

This article uses a narrative approach to start a dialogue about the challenges of teaching blended methods classes that contain traditional and alternative licensure students. Many alternative licensure students enter their methods classes as lateral-entry teachers who must balance their licensure requirements with the demands associated with full-time teaching. However, the needs of these students are often considerably different from those of traditional undergraduate teacher education students, which creates formidable challenges for instructors of blended classes. After reflecting on our experiences in teaching these types of blended classes, we offer recommendations for methods professors who find themselves in similar contexts.

Citation

Journell, W. & Webb, A.W. (2013). When One-Size Methods Class Doesn't Fit All: A Self-Study of Teaching Traditional and Alternative Licensure Students Together. Teacher Education and Practice, 26(1), 9-27. Retrieved August 13, 2024 from https://www.learntechlib.org/p/114018/.

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Keywords

• Alternative Teacher Certification
• blended learning
• College Students
• Discussion (Teaching Technique)
• Group Dynamics
• Methods Courses
• Negative Attitudes
• Nontraditional Students
• Praxis
• preservice teacher education
• Secondary School Science
• student attitudes
• student diversity
• Teacher Educators
• Teaching Experience
• Teaching Methods
• Theory Practice Relationship
• Young Adults