A Dual Placement Approach to Online Student Teaching

Autor/inn/en	Graziano, Kevin J.; Feher, Lori
Titel	A Dual Placement Approach to Online Student Teaching
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 16 (2016) 4 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Student Teaching; Online Courses; Student Placement; Case Studies; Blended Learning; Teaching Experience; Student Experience; Preservice Teachers; Online Surveys; Field Experience Programs; Virtual Classrooms; Curriculum Development; Classroom Techniques; Parent Participation; Work Environment; Individualized Instruction; Cooperating Teachers; Time Management; Student Motivation; Interpersonal Communication; Barriers; Program Effectiveness; Secondary School Curriculum; Grounded Theory + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Online course; Online-Kurs; Schülerpraktikum; Case study; Fallstudie; Case Study; Studienerfahrung; Praxisnahes Lernen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Klassenführung; Elternmitwirkung; Arbeitsmilieu; Individualisierender Unterricht; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Zeitmanagement; Schulische Motivation; Interpersonale Kommunikation
Abstract	Many school districts across the United States now offer online K-12 education, and the proportion of all students in higher education taking at least one online course is at an all-time high of 32% (Allen & Seaman, 2013). With the evolution of online teaching and learning, teacher preparation programs must establish and offer online student teaching placements. The purpose of this case study was to investigate the experiences of seven secondary preservice teachers who completed student teaching in dual settings, online and on campus. Student teachers valued not having to write the curriculum for online classes, stated that classroom disturbances were limited online, identified valuable online tools and resources to differentiate their lessons, and reported high parental involvement with online classes. Student teachers, however, struggled to motivate their online students and manage their time efficiently. Recommendations on how to get started and improve online student teaching are provided. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01