The ever-evolving educator: Examining K-12 online teachers in the United States

Jean Larson, Leanna Archambault

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Scopus citations

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 languageEnglish (US)
Title of host publicationCurriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications
PublisherIGI Global
Pages1494-1515
Number of pages22
Volume3
ISBN (Print)9781466682481, 1466682469, 9781466682474
DOIs
StatePublished - Apr 30 2015

ASJC Scopus subject areas

  • Social Sciences(all)

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    Larson, J., & Archambault, L. (2015). The ever-evolving educator: Examining K-12 online teachers in the United States. In Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications (Vol. 3, pp. 1494-1515). IGI Global. https://doi.org/10.4018/978-1-4666-8246-7.ch079