Abstract
Historical school disruptions show why readiness for online teaching is critical. The COVID-19 pandemic exposed a lack of teacher preparation for emergency remote teaching, prompting calls to re-envision teacher education. In this chapter, the authors argue for two key goals: developing frameworks and practices to prepare teachers for online environments and fundamentally integrating online teaching into teacher preparation. First, scholars need funding to identify online teaching best practices and create standards and instruments, enabling rigorous benchmarking. Second, online teaching experiences must be embedded across teacher education through required coursework on online pedagogy, modeling quality online instruction, learning online themselves, and completing online field placements. Accrediting bodies must mandate these changes. The chapter includes brief reviews of research on online teaching standards, instruments, curricula, and experiences.
Original language | English |
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Title of host publication | Handbook of Research in Online Learning |
Subtitle of host publication | Insights and Advances |
Publisher | Brill |
Pages | 307-338 |
Number of pages | 32 |
ISBN (Electronic) | 9789004702813 |
ISBN (Print) | 9789004702790 |
DOIs | |
State | Published - Oct 10 2024 |
Keywords
- Emergency remote teaching
- K-12 online learning
- K-12 online teaching
- Online teaching
- Pandemic pedagogy
- Teacher preparation