The Current State of Field Experiences in K-12 Online Learning Programs in the U.S.

ID: 31903 Type: Full Paper
  1. Kathryn Kennedy, Georgia Southern University, United States
  2. Leanna Archambault, Arizona State University, United States

Wednesday, March 9 10:15-10:45 AM Location: Edgewood

Presider: Michael Barbour, Touro University California, United States

Abstract: This study provides a status report on the state of field experiences in K-12 online learning programs in the United States. After developing a survey instrument, teacher education programs and K-12 online learning programs were surveyed to find out what they are doing to help prepare pre-service teachers for K-12 online learning environments. While teachers are currently coming from the traditional classroom to teach in K-12 online settings, as the demand for K-12 online teachers increases, it is likely that more educators will be recruited directly from undergraduate programs. Colleges of education would benefit from addressing the growing need to prepare future K-12 online teachers, and the current study highlights the importance of continued research in this area. Important ramifications exist for the field of K-12 online learning as well as for programs of teacher education who are, whether it is realized or not, preparing tomorrow’s educators for fully online, hybrid, and blended classrooms.


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