A Call for Essential Certification and Apprenticeship Socialization in K-12 Online Teaching

ID: 32196 Type: Full Paper
  1. James Hatten, University of Minnesota, United States

Friday, March 11 2:00-2:30 PM

No presider for this session.

This paper calls for the establishment of strong initial socialization structures in the rapidly expanding area of K-12 online teaching. Using Lortie’s (1975) sociological history of teaching as a framework, this paper examines current weaknesses in teacher preparation, student teaching apprenticeships, and lack of certification or licensing of online K-12 teachers from several angles. Complexities of online teaching are illuminated by examining integration strategies TPACK, TIP, RAT and the National Education Technology Standards (NETS). An illustration of the onrush of online K-12 public school offerings is driven by a meta-analysis of online learning studies done by the U.S. Department of Education (2009). The paper posits that given the purveyance of online classes, timely establishment of an effective and sound induction process to help give teachers and school districts the tools and experience they need to effectively deliver an education under the new technological classroom paradigm is necessary.

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