The Practitioner’s Perspective on Teacher Education: Preparing for the K-12 Online Classroom

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Archambault, L. (2011). The Practitioner’s Perspective on Teacher Education: Preparing for the K-12 Online Classroom. Journal of Technology and Teacher Education, 19(1), 73-91. Chesapeake, VA: SITE.
Retrieved from http://www.editlib.org/p/31410.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 19, Issue 1, January 2011
Society for Information Technology & Teacher Education  Chesapeake, VA

More Information on JTATE

Author

Leanna Archambault, Arizona State University, United States

Abstract

Little is known about the population of educators who teach online, especially with relationship to preparation from their teacher education programs. This article discusses the results of a national survey of K-12 online teachers from across the nation to ascertain how prepared they felt they were with regard to three key areas: technology, pedagogy, and content, including combinations of these domains, as described by the technological pedagogical content knowledge framework (Mishra & Koehler, 2006). Overall, K-12 online teachers indicated that they felt the most prepared in the areas of pedagogy, content, and pedagogical content. They felt least prepared in the areas of technology, including technological pedagogical knowledge, technological content knowledge, and technological pedagogical content knowledge. Implications for the field of teacher education are discussed, including the need to more fully integrate technology within the coursework and field experiences of teacher candidates, and the need to create courses, or specific modules within existing courses, to address topics of importance to virtual teaching.

Keywords

• Schools
• Teachers
• Distance Education
• eLearning
• Preservice Teacher Education

References

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