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

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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 15, 2024 from .

© 2016 Association for the Advancement of Computing in Education (AACE)

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