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ERIC Number: EJ1109821
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0892-3647
EISSN: N/A
Using Online Education to Transition Teaching Assistants to Teacher Certification: Examining the Differences between Teacher Education Programs
Stricklin, Kelley; Tingle, Billie
American Journal of Distance Education, v30 n3 p192-202 2016
Elementary education teacher candidates who studied under two delivery methods--online and face to face--were compared to determine if there was a significant difference in professional knowledge and skills using Praxis II test scores. The participants included 60 teaching assistant program (TAP) online candidates and 564 face-to-face candidates. The two groups' perceptions of self-efficacy were also compared. Results indicated a significant difference in professional knowledge based on Praxis II test scores and no significant difference in perceptions of self-efficacy. Although both groups felt confident in their teaching abilities, the traditional candidates outperformed TAP candidates on Praxis II. However, in the ancillary findings of this study, 41.6% of traditional candidates were admitted to the teacher education program with a Praxis I exemption, whereas only 23.4% of TAP candidates were exempt from the requirement. This suggests that traditional candidates entered the program at a more advanced level than the TAP candidates, possibly explaining the significant difference in the finding of the Praxis II test scores.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Mississippi
Identifiers - Assessments and Surveys: ACT Assessment; Praxis Series
Grant or Contract Numbers: N/A