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Teaching Preservice Teachers to Teach Online (Webinar)

Regional Educational Laboratory (REL) Midwest hosted “Training Preservice Teachers to Teach Online,” an interactive webinar event designed to address the central question: How do we prepare preservice teachers to educate K‒12 students in online and blended settings? The event was designed to engage K‒12 and higher education stakeholders across the country in an informed discussion about how preservice training programs prepare teachers for working in virtual environments.

This interactive webinar event featured Kathryn Kennedy, Ph.D., director of research at the International Association for K‒12 Online Learning (iNACOL), and Leanna Archambault, Ph.D., assistant professor at Arizona State University. Dr. Kennedy and Dr. Archambault drew on the results of their 2012 study Offering Preservice Teachers Field Experiences in K–12 Online Learning: A National Survey of Teacher Education Programs and discussed the landscape of preservice teacher programs in relationship to online learning.

The event also featured discussions led by practitioner members of the American Association of Colleges for Teacher Education (AACTE), who shared examples of the steps they have taken to address online and blended learning in their preservice teacher training programs. The session also included a question-and-answer session to facilitate a dialogue among presenters and participants.

 

 

Presenters

Research Expert: Kathryn Kennedy, Ph.D., Director of Research, iNACOL
Research Expert: Leanna Archambault, Ph.D., Assistant Professor, Arizona State University

Dr. Kennedy and Dr. Archambault drew on the results of their 2012 study, Offering Preservice Teachers Field Experiences in K–12 Online Learning: A National Survey of Teacher Education Programs and discussed the landscape of preservice teacher programs in relationship to online learning. The discussion highlighted the opportunities and challenges for preservice teacher programs and share practical recommendations for improving opportunities for preservice teachers to gain these skills.

 

Discussant: Bryan Zugelder, Ed.D., Executive Director, Undergraduate Affairs and Partnerships, College of Education and Human Performance, University of Central Florida; Member, AACTE

Dr. Zugelder shared a practical example of the steps the University of Central Florida has taken to address online and blended learning in its preservice teacher training program. He provided perspective on the opportunities and challenges the University of Central Florida has faced with its program and discussed some lessons learned in adapting its program.

 

Discussant: Mary Herring, Ph.D., Associate Dean, University of Northern Iowa; Chair, AACTE Committee on Technology and Innovation; Member, REL Midwest Virtual Education Research Alliance (VERA)

Dr. Herring provided some key takeaways, based on her perspective as an associate dean of an institution that provides preservice training to future teachers, as well as a VERA member.

 

Who Should Watch?

Educators at the school and district levels interested in recruiting teachers for online and blended environments, K–12 virtual education program administrators, higher education and preservice teaching program providers, and other interested stakeholders should attend this event.

 

Related Resources

Kennedy, K., & Archambault, L. (2012). Design and development of field experiences in K–12 online learning environments. The Journal of Applied Instructional Design2, 35–49.

Kennedy, K., & Archambault, L. (2012). Offering preservice teachers field experiences in K–12 online learning: A national survey of teacher education programs. Journal of Teacher Education63, 185–200.