Abstract

This study examined existing K-12 online teacher preparation programs in the United States to ascertain the degree to which teachers are prepared to function in online/blended classroom learning environments. This study used a content analysis approach. Research specifically targeted online teacher preparation programs implemented in institutions of higher education. The researcher collected data from state offices of education and institution deans through email surveys inquiring about the existence and capacity of K-12 online teaching endorsements, course descriptions and other course documents.

Degree

MS

College and Department

David O. McKay School of Education; Instructional Psychology and Technology

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2016-07-01

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd8869

Keywords

K-12 blended learning, teacher preparation, online teaching endorsement

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