Taking Responsibility for the Future: A Case Study of a State-Run Program to Train K–12 Online Teach

Jayme Nixon Linton, Wayne Journell

Source Title: Handbook of Research on Emerging Practices and Methods for K-12 Online and Blended Learning

ISBN13: 9781522580096|ISBN10: 1522580093|EISBN13: 9781522580102

DOI: 10.4018/978-1-5225-8009-6.ch014

MLA

Linton, Jayme Nixon, and Wayne Journell. "Taking Responsibility for the Future: A Case Study of a State-Run Program to Train K–12 Online Teach." Handbook of Research on Emerging Practices and Methods for K-12 Online and Blended Learning, edited by Tina Lane Heafner, et al., IGI Global, 2019, pp. 1-22. https://doi.org/10.4018/978-1-5225-8009-6.ch014

APA

Linton, J. N. & Journell, W. (2019). Taking Responsibility for the Future: A Case Study of a State-Run Program to Train K–12 Online Teach. In T. Heafner, R. Hartshorne, & R. Thripp (Eds.), Handbook of Research on Emerging Practices and Methods for K-12 Online and Blended Learning (pp. 1-22). IGI Global. https://doi.org/10.4018/978-1-5225-8009-6.ch014

Chicago

Linton, Jayme Nixon, and Wayne Journell. "Taking Responsibility for the Future: A Case Study of a State-Run Program to Train K–12 Online Teach." In Handbook of Research on Emerging Practices and Methods for K-12 Online and Blended Learning, edited by Tina Lane Heafner, Richard Hartshorne, and Richard Thripp, 1-22. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-8009-6.ch014

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Abstract

Although K–12 online education is becoming more common in the United States, there is still much we do not know about how K–12 online teachers are being prepared. 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 nine-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 to meet the rising demand for K–12 online instruction in the United States.