Search results for: Heafner Tina L.
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Using edTPA score reports for teacher candidates completing a teacher education program, this study provides data informed evidence of the equivalency of online teacher candidates’ learning outcomes as compared to candidates completing traditional face to face (F2F) programs. Mean and summative performance results suggest that mode of course delivery was not a significant factor in preparing teacher candidates. In general, learning was comparable in either format; however, analyses at the element level offer evidence of differences in achievement outcomes associated with program structure.
Updated: Mar. 29, 2017
This article describes a project that sought to provide meaningful remote early field experiences for teacher candidates enrolled in distance teacher education courses. The focus of this study was to examine how candidates experienced the online field component, which was consistently structured for both methods courses. The findings reveal that a multitude of themes emerged: shared viewing that enhanced field experiences by making them more meaningful and relevant, created opportunities for social learning and reflection, and served as a bridge between classroom learning and experiences in the field. The authors argue that collaboration may be the key to survival in an age where economic conditions find teachers competing for positions and evaluated based on their ability to function as a leader within professional learning communities.
Updated: Nov. 03, 2014
This study examined the results of a project providing interns with two forms of a technology-mediated, remote observation program with the objective of overcoming cost-related barriers to geographic dispersion of interns, while maintaining quality controls. The authors will compare issues related to intern satisfaction, observer satisfaction, learning effectiveness, and cost-effectiveness for both face-to-face and remote graduate intern observations. In addition, the authors will explore similarities and differences in two alternatives to remote observations, synchronous and asynchronous, as possible solutions for cost-effective expansion of teacher licensure programs.
Updated: Jul. 24, 2013
Evaluating Modes of Teacher Preparation: A Comparison of Face-to-Face and Remote Observations of Graduate Interns
This study compared between two modes of teaching observations: face-to-face observations and synchronous remote observations of graduate interns in a southern university at USA. The authors evaluated the differences between the two observational modes and whether these differences affected the quality of teacher preparation. The data suggest that each mode of observation has both benefits and limitations, but neither process was overall a more effective method of evaluating the quality of teaching.
Updated: May. 08, 2013