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How Blended Teacher Education Courses Impact Learning in K-12 Settings

How Blended Teacher Education Courses Impact Learning in K-12 Settings
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Author(s): Clarke J. Hickman (University of Missouri - St. Louis, USA), Cheryl L. Bielema (University of Missouri - St. Louis, USA) and Stephen G. Viola (University of Missouri - St. Louis, USA)
Copyright: 2009
Pages: 7
Source title: Encyclopedia of Distance Learning, Second Edition
Source Author(s)/Editor(s): Patricia L. Rogers (Bemidji State University, USA), Gary A. Berg (California State University Channel Islands (Retired), USA), Judith V. Boettcher (Designing for Learning, USA), Caroline Howard (HC Consulting, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong) and Karen D. Schenk (K. D. Schenk and Associates Consulting, USA)
DOI: 10.4018/978-1-60566-198-8.ch155

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Abstract

This article examines the impact of blended course design for early career teachers enrolled in a teacher certification program, and the resulting effect of this method on K-12 learners, as perceived by their teachers. The courses in question were designed as part of an alternative teacher certification program within the College of Education at the University of Missouri-St. Louis titled the Transition to Teaching Program (TTP). This program is designed as an accelerated program for those already holding a bachelor’s degree, but now working toward teacher certification while holding a temporary authorization certificate. The participants in this program are active teachers, primarily in their first through third year, and being in their early thirties, are older than the typical beginning teacher.

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