Keywords

K–12 online teacher preparation, teacher education, online and blended learning, content analysis, higher education programs

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.

Original Publication Citation

McAllister, L., & Graham, C. R. (2016). An analysis of the curriculum requirements for k-12 online teaching endorsements in the U.S. Journal of Online Learning Research, 2(3), 247–282.