Welcome to the InfoSci Platform
Meeting the Demand for Online Education: A Study of a State-Run Program Designed to Train Virtual K-12 Teachers

Meeting the Demand for Online Education: A Study of a State-Run Program Designed to Train Virtual K-12 Teachers

Jayme Nixon Linton, Wayne Journell
Copyright: © 2019 |Pages: 23
ISBN13: 9781522573050|ISBN10: 1522573054|EISBN13: 9781522573067
DOI: 10.4018/978-1-5225-7305-0.ch025
Cite Chapter Cite Chapter

MLA

Linton, Jayme Nixon, and Wayne Journell. "Meeting the Demand for Online Education: A Study of a State-Run Program Designed to Train Virtual K-12 Teachers." Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2019, pp. 511-533. https://doi.org/10.4018/978-1-5225-7305-0.ch025

APA

Linton, J. N. & Journell, W. (2019). Meeting the Demand for Online Education: A Study of a State-Run Program Designed to Train Virtual K-12 Teachers. In I. Management Association (Ed.), Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools, and Applications (pp. 511-533). IGI Global. https://doi.org/10.4018/978-1-5225-7305-0.ch025

Chicago

Linton, Jayme Nixon, and Wayne Journell. "Meeting the Demand for Online Education: A Study of a State-Run Program Designed to Train Virtual K-12 Teachers." In Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 511-533. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7305-0.ch025

Export Reference

Mendeley
Favorite

Abstract

Although K-12 online education is becoming more common in the United States, the research base is still lagging behind. The field's understanding of how K-12 online teachers are being prepared is especially sparse. Given that few teacher education programs include online pedagogy in their teacher training efforts, it becomes incumbent on states to find alternative ways to prepare teachers for virtual instruction. This chapter analyzes a 9-week orientation session that is part of an established, state-run induction program for prospective K-12 online instructors. Although the findings are specific to the program being studied, the authors believe they can serve as a model for educators in other states wishing to develop similar types of induction programs and for teacher education programs that will eventually have to incorporate online pedagogy into their existing programs in order to meet the rising demand for K-12 online instruction in the United States.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.