Comparing Formative Supports of Graduate Candidates in Online and Face-to-Face Teacher Preparation Programs
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.
Presider: Janet M Herrelko, University of Dayton