Abstract
This chapter reviews the current research on the educational, training, and demographic characteristics of those involved in teaching K-12 online. Although very few colleges of education incorporate any aspect of teaching online into their curricula, the existing online teacher preparation programs are discussed. Past and ongoing research reveals a dramatic disconnect between: (a) the rapidly expanding expectations for and implementation of online education at the K-12 levels and (b) the surprisingly limited extent to which teachers are actually being educated, trained, and otherwise prepared to function in this challenging new educational environment. The implications for teacher education programs and current K-12 virtual schools are clear. Effective online teaching techniques must be defined, empirically proven, and efficiently implemented by both future and current K-12 online teachers.
| Original language | English (US) |
|---|---|
| Title of host publication | Exploring the Effectiveness of Online Education in K-12 Environments |
| Publisher | IGI Global |
| Pages | 169-190 |
| Number of pages | 22 |
| ISBN (Print) | 9781466663848, 1466663839, 9781466663831 |
| DOIs | |
| State | Published - Aug 31 2014 |
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ASJC Scopus subject areas
- Social Sciences(all)
Cite this
The ever-evolving educator : Examining K-12 online teachers in the United States. / Larson, Jean; Archambault, Leanna.
Exploring the Effectiveness of Online Education in K-12 Environments. IGI Global, 2014. p. 169-190.Research output: Chapter in Book/Report/Conference proceeding › Chapter
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TY - CHAP
T1 - The ever-evolving educator
T2 - Examining K-12 online teachers in the United States
AU - Larson, Jean
AU - Archambault, Leanna
PY - 2014/8/31
Y1 - 2014/8/31
N2 - This chapter reviews the current research on the educational, training, and demographic characteristics of those involved in teaching K-12 online. Although very few colleges of education incorporate any aspect of teaching online into their curricula, the existing online teacher preparation programs are discussed. Past and ongoing research reveals a dramatic disconnect between: (a) the rapidly expanding expectations for and implementation of online education at the K-12 levels and (b) the surprisingly limited extent to which teachers are actually being educated, trained, and otherwise prepared to function in this challenging new educational environment. The implications for teacher education programs and current K-12 virtual schools are clear. Effective online teaching techniques must be defined, empirically proven, and efficiently implemented by both future and current K-12 online teachers.
AB - This chapter reviews the current research on the educational, training, and demographic characteristics of those involved in teaching K-12 online. Although very few colleges of education incorporate any aspect of teaching online into their curricula, the existing online teacher preparation programs are discussed. Past and ongoing research reveals a dramatic disconnect between: (a) the rapidly expanding expectations for and implementation of online education at the K-12 levels and (b) the surprisingly limited extent to which teachers are actually being educated, trained, and otherwise prepared to function in this challenging new educational environment. The implications for teacher education programs and current K-12 virtual schools are clear. Effective online teaching techniques must be defined, empirically proven, and efficiently implemented by both future and current K-12 online teachers.
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U2 - 10.4018/978-1-4666-6383-1.ch009
DO - 10.4018/978-1-4666-6383-1.ch009
M3 - Chapter
AN - SCOPUS:84946720716
SN - 9781466663848
SN - 1466663839
SN - 9781466663831
SP - 169
EP - 190
BT - Exploring the Effectiveness of Online Education in K-12 Environments
PB - IGI Global
ER -