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Search Results for 'Online education' (Keyword)
15 items found 1 / 2
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1   |   From section Beginning Teachers
Online (web-based) Education for Mentors of Newly Qualified Teachers Challenges and Opportunities
This article aims to report on a research project concerning a web-based (online) course for mentors of newly qualified teachers (NQTs). The author identified the mentors' concerns about the use of technical tools, although during the course these concerns changed to a mainly positive attitude towards online education. Furthermore, the online course changes the teaching and learning prerequisites for the participants.
Publication Year: 2017    |    Updated in ITEC: January 11, 2018
2   |   From section Professional Development
Dual-Mode Teacher Professional Development: Challenges and Re-Visioning Future TPD in Indonesia
Author Ari Widodo
This article is based on a two-year project. The purpose of this project was to develop a teacher professional development (TPD) model in Indonesia. The findings show that most teachers prefer face-to-face participation as the mode of TPD. Even so, a number of teachers preferred online TPD. This research suggests that a dual-mode TPD combining complementary face-to-face and online sessions should be the best TPD model. Furthermore, the teachers in this study perceived TPD as a government-owned project rather than as the facilitation of their professional development.
Publication Year: 2013    |    Updated in ITEC: November 12, 2017
3   |   From section Preservice Teachers
Preservice Teachers' Perception of Assessment Strategies in Online Teaching
This study examines online assessment strategies employed by preservice teacher candidates when creating thematic learning experiences in online teaching environments. The findings reveal that the majority of students cautiously made use of more traditional tools such as quizzes and reports without taking full advantage of the power and potential of collaborative and creative potential in the development of authentic assessments. Analysis of these data showed that teacher candidates at the upper elementary level and in subjects like Science and Language Arts made far greater use of open-ended summative assessment activities than did other subgroupings.
Publication Year: 2016    |    Updated in ITEC: October 1, 2017
4   |   From section Teacher Education Programs
Using edTPA to Compare Online and Face to Face Teacher Preparation Programs
Using edTPA score reports for teacher candidates completing a teacher education program, this study provides data informed evidence of the equivalency of online teacher candidates’ learning outcomes as compared to candidates completing traditional face to face (F2F) programs. Mean and summative performance results suggest that mode of course delivery was not a significant factor in preparing teacher candidates. In general, learning was comparable in either format; however, analyses at the element level offer evidence of differences in achievement outcomes associated with program structure.
Publication Year: 2016    |    Updated in ITEC: April 2, 2017
5   |   From section Professional Development
Teachers’ Online Experience: Is There A Covert Curriculum in Online Professional Development?
The authors hypothesized that online professional development might serve not only as a way to gain prerequisite experience but as an important learning venue for preparing future online teachers. Findings of the study suggested that teacher-learners who participated in two online summer courses not only demonstrated mastery of course content but also learned a great deal from that experience about online learning and teaching. Their online learning experiences served as a third curriculum added to that of the courses’ intended curriculum.
Publication Year: 2015    |    Updated in ITEC: October 1, 2017
6   |   From section Professional Development
Prime Online: Developing Grades 3-5 Teachers’ Content Knowledge for Teaching Mathematics in an Online Professional Development Program
This study aimed to investigate the impact of a yearlong, online teacher professional development (oTPD) program, Prime Online, on teachers’ mathematics knowledge for teaching (MKT) and to examine the components of a PD program that impacted participants’ MKT. The analysis indicates latent growth modeling and focus group data indicated growth in participants’ content knowledge and initial growth in knowledge of students from pretest to midtest, with a decline at the end of the program. The authors conclude that that Prime Online has potential to provide teachers with ongoing, rigorous, high-quality learning opportunities for impacting their knowledge of mathematics content and pedagogy and of their students.
Publication Year: 2015    |    Updated in ITEC: July 28, 2015
7   |   From section Instruction in Teacher Training
K-12 Online and Blended Teacher Licensure: Striking a Balance between Policy and Preparedness
The article explores the theoretical underpinnings surrounding quality teaching in online settings as well as practical considerations for what teachers should know and be able to do in online environments. The authors examine state level policy from across the nation aimed toward establishing mechanisms to ensure online teacher quality.
Publication Year: 2014    |    Updated in ITEC: August 26, 2014
8   |   From section Mentoring & Supervision
An Online High School “Shepherding” Program: Teacher Roles and Experiences Mentoring Online Students
This case study analyzed a “shepherding program” at Mountain Heights Academy, a fully online high school. The authors found that the shepherding program enabled fully online teachers to provide their students with many of the services typical of on-site facilitators. The roles of the shepherding program included building caring relationships, facilitating content interaction, and providing students with the communication links they needed to be successful. In addition, the shepherding program increased teachers’ job satisfaction, responsibility, motivation, and mental peace.
Publication Year: 2014    |    Updated in ITEC: July 23, 2014
9   |   From section Instruction in Teacher Training
Student Identity Construction in Online Teacher Education: A Narrative Life History Approach
This article explores student identity construction through the narrative life history of one non-traditional student, engaged in teacher education in a non-traditional way – a fully online university degree course. This article explores the challenges for one student created by the need to negotiate this complexity. Through this exploration using narrative life history methods, the authors consider the implications of the experience of becoming a student and a teacher.
Publication Year: 2013    |    Updated in ITEC: January 20, 2014
10   |   From section ICT & Teaching
Tracing Successful Online Teaching in Higher Education: Voices of Exemplary Online Teachers
The main purpose of this study was to investigate exemplary online teachers’ transition to online teaching with a specific focus on the successful practices. The findings show that when teachers described their successful practices, they often attended to their changing roles and representation of their “selves” within an online classroom. The authors found that teachers struggled to make themselves visible and heard in online environments by constantly challenging their already established roles and assumptions toward learning and teaching. They build their teacher personas by drawing their knowledge and experiences from different sources, such as their own experiences as learners in online classrooms and observations of other online teachers.
Publication Year: 2013    |    Updated in ITEC: October 16, 2013
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