Comparing Formative Supports of Graduate Candidates in Online and Face-to-Face Teacher Preparation Programs

ID: 48315 Type: Full Paper - Book (submit final version now)
  1. Tina Heafner and Teresa Petty, University of North Carolina at Charlotte, United States

Thursday, March 24 10:15-10:45 AM Location: Verelst View on map

Presider: Janet M Herrelko, University of Dayton, United States

Abstract: Using a widely accepted measure of teacher candidates’ performance, edTPA, we examine the role of formative supports in supporting candidate-learning outcomes in a graduate teacher preparation program. We compare performance outcomes for two program tracks: online and face-to-face. We conclude formative supports impact the preparation of teacher candidates in both online and face-to-face contexts. Online program delivery modes support greater candidate independence and self-efficacy in teaching preparation skills; whereas, face-to-face programs create contexts in which candidates are more dependent upon instructors and formative supports to ensure teaching success.


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