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ERIC Number: EJ1104460
Record Type: Journal
Publication Date: 2014
Pages: 18
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-1528-5804
Learning to Teach a Blended Course in a Teacher Preparation Program
Kang, Jung Jin
Contemporary Issues in Technology and Teacher Education (CITE Journal), v14 n1 p54-71 2014
Teacher preparation programs have provided blended courses (a combination of online and face-to-face learning) for their students because of their availability and their convenience. Researchers need to understand how teacher educators perceive blended courses when they teach teacher candidates, because teacher preparation programs have different features than other higher education programs have. This qualitative study examined one instructor's activities and her perceptions of a blended course in a teacher preparation program for one semester. Data included classroom and online observations, weekly interviews after face-to-face classes, and a final interview at the end of the semester. The results indicated that the instructor saw her roles primarily as pedagogical, managerial, social, and technical. The instructor also saw herself taking on additional roles in the blended environment. This study suggests that ongoing support from cohorts and institutions is necessary for instructors who implement new blended approaches.
Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A