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The Effects of Formative Supports in Online and Face-to-Face Teacher Preparation Programs

The Effects of Formative Supports in Online and Face-to-Face Teacher Preparation Programs

Tina Lane Heafner
Copyright: © 2021 |Pages: 20
ISBN13: 9781799880479|ISBN10: 1799880478|EISBN13: 9781799880974
DOI: 10.4018/978-1-7998-8047-9.ch090
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MLA

Heafner, Tina Lane. "The Effects of Formative Supports in Online and Face-to-Face Teacher Preparation Programs." Research Anthology on Developing Effective Online Learning Courses, edited by Information Resources Management Association, IGI Global, 2021, pp. 1803-1822. https://doi.org/10.4018/978-1-7998-8047-9.ch090

APA

Heafner, T. L. (2021). The Effects of Formative Supports in Online and Face-to-Face Teacher Preparation Programs. In I. Management Association (Ed.), Research Anthology on Developing Effective Online Learning Courses (pp. 1803-1822). IGI Global. https://doi.org/10.4018/978-1-7998-8047-9.ch090

Chicago

Heafner, Tina Lane. "The Effects of Formative Supports in Online and Face-to-Face Teacher Preparation Programs." In Research Anthology on Developing Effective Online Learning Courses, edited by Information Resources Management Association, 1803-1822. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-8047-9.ch090

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Abstract

Using a widely accepted measure of teacher candidates' performance, edTPA, this chapter examines the role of formative supports in supporting candidate-learning outcomes in a graduate teacher preparation program. The chapter compares performance outcomes for two program tracks: online and face-to-face. Authors conclude formative supports impact the preparation of teacher candidates in both online and face-to-face contexts. Online program delivery modes support greater candidate independence and self-efficacy in teaching preparation skills whereas face-to-face programs create contexts in which candidates are more dependent upon instructors and formative supports to ensure teaching success.

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