Preparing Teacher Candidates for Virtual Field Placements via an Exposure to K-12 Online Teaching

Abstract

Aim/PurposeThe goal of this project was to determine what effects exposure to online K-12 teaching and learning activities had on teacher candidates' perceptions of K-12 online learning, how the exposure allowed teacher candidates to reach greater understanding of online pedagogy, and what effect such exposure had on teacher candidates' aspirations to complete virtual field experiences. BackgroundWith an increasing number of K-12 students learning online within full-time online schools and in blended learning environments, universities must prepare future educators to teach in virtual environments including clinical practice. Before engaging in online field placement, preservice teachers must be oriented to online K-12 teaching and learning. Methodology Using a design-based, mixed-method research methodology, this study drew samples from four sections of a hybrid technology integration course. Preservice teachers' papers detailing their perceptions, focus groups, and surveys were used to gauge changes in perceptions of online learning after participating in online teaching and learning activities. ContributionThe study demonstrated that an exposure to online K-12 classrooms stimulated preservice teachers' interest in online teaching as they began to feel that online education could be equivalent to traditional education. Findings Students' perceptions positively improved the equivalency of online learning to traditional schooling, the possibility of positive relationships between teachers and students, and the ability to create interactive learning. Students also reported being more knowledgeable and showed increased interest in participating in virtual field experiences.

Educators' Preparation to Teach, Perceived Teaching Presence, and Perceived Teaching Presence Behaviors in Blended and Online Learning Environments

“…The literature lacks exploration of teaching presence from the educator's perspective, with most studies exploring the student's perspective. Most of the literature addressing how educators are prepared for teaching in blended and online learning environments is from primary and secondary education settings (Luo, Hibbard, Franklin, & Moore, 2017;Shepherd, Bolliger, Dousay, & Persichitte, 2016). Research has shown that teaching in blended and online learning environments requires different pedagogical approaches (theories, methods, and activities) than teaching face-to-face (Dereshiwsky, 2013;Sadera, O'Neil, & Gould, 2014) and is often more challenging (Allen & Seaman, 2013;Costello et al, 2014;Swan et al, 2008).…”

Do Future Teachers Believe that Video Games Help Learning?

“…This is in line with the studies which point out the lack of training in teachers when they use VG for learning (Alqurashi & Alqurashi, 2017 ; Conde-Cortabitarte et al, 2020 ; Ertzberger, 2009 ; Hébert & Jenson, 2017 ; Ketelhut & Schifter, 2011 ). Therefore, from the results obtained, it can be deduced that, as in the case of in-service teachers, pre-service teachers have a lack pedagogical training when using VG (Barbour et al, 2009 ) and in general in ICT (as suggested by the studies by Herrada-Valverde & Herrada-Valverde, 2011 ; Luo et al, 2017 ).…”

“…It is noteworthy that this problem does not seem to be exclusive to the VG use but can also be extrapolated to the ICT use as an educational resource. For example, Luo et al ( 2017 ) identified a lack of ICT training in USA students. In the same way, the problem is again also reflected in Spain.…”

PreKindergarten and kindergarten virtual school programs under COVID‐19: A two‐case comparative study

“…A quick scan of the existing literature reveals very few research studies in the field of on learning for younger children, and a majority of the studies took the perspectives of the instructors and the online program service providers (Huh & Reigeluth, 2018; Luo, Hibbard, Franklin, & Moore, 2017; Smith, Basham, Rice, & Carter Jr, 2016). There lack studies that explore the virtual settings and the appropriate pedagogical designs to effectively engage K‐12 school students, especially the students of lower grades, while also addressing their cognitive, social–emotional needs under self‐quarantine.…”