Pre-service teachers' preparation for teaching online: Past practices and future needs

Michael K. Barbour, Charles B. Hodges

Research output: Contribution to book or proceedingChapterpeer-review

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 languageEnglish
Title of host publicationHandbook of Research in Online Learning
Subtitle of host publicationInsights and Advances
PublisherBrill
Pages307-338
Number of pages32
ISBN (Electronic)9789004702813
ISBN (Print)9789004702790
DOIs
StatePublished - Oct 10 2024

Keywords

  • Emergency remote teaching
  • K-12 online learning
  • K-12 online teaching
  • Online teaching
  • Pandemic pedagogy
  • Teacher preparation

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