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An Exploratory Study of the Impact of Hybrid Online Courses on Teaching Practices of Two Pre-service K-5 Teachers

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  • Teacher preparation programs must ensure that course and clinical work provide a solid practice and theoretical foundation upon which new teachers can grow and thrive. Part of this process is the need for theory and research learned in coursework to mesh and enrich classroom practices. In this study we interview two teacher candidates enrolled in a two-year hybrid graduate program to investigate how theory and research impacted their classroom practice. Both teacher candidates were in the second year of their program having spent a minimum of 80 days working in classrooms in year one and five days per week during year two. Both had completed a majority of their methods courses. Analysis of responses from the two teacher candidates indicate a limited recall of theoretical frameworks for teaching and learning. Both teacher candidates could provide examples of where coursework impacted, influenced or guided their teaching practice. However, it was not possible to decipher if these examples were gleaned from interactions with their mentor teachers or from coursework. Also, both teacher candidates identified strategies that were not based on established research and theory, but either instructional tools or personal theories of teaching and learning. Responses to specific questions and free response to follow-up questions indicate that mentor teachers have a significant impact of teacher candidates’ practices. Further study should include larger sample populations, a close review of course syllabi to identify theoretical and research frameworks and a re-tooling of research questions to better reflect what teacher candidates cover in coursework and how it might apply to their emerging classroom practices. Implications and suggestions for future efforts to improve links between research, theory and practice are offered.
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  • Nyman, M. (2020). An exploratory study of the impact of hybrid online courses on teaching practices of two pre-service K-5 teachers. White Paper. Corvallis, OR: Oregon State University Ecampus Research Unit.
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  • Ecampus Research Fellows Program
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file details Nyman2020.pdf 2022-04-14 Öffentlich Herunterladen