The Effects of Formative Supports in Online and Face-to-Face Teacher Preparation Programs

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Author(s): Tina Lane Heafner (University of North Carolina at Charlotte, USA)
Copyright: 2021
Pages: 20
Source title: Research Anthology on Developing Effective Online Learning Courses
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-8047-9.ch090

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Web-Based Teaching & Learning

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Abstract

Using a widely accepted measure of teacher candidates' performance, edTPA, this chapter examines the role of formative supports in supporting candidate-learning outcomes in a graduate teacher preparation program. The chapter compares performance outcomes for two program tracks: online and face-to-face. Authors conclude formative supports impact the preparation of teacher candidates in both online and face-to-face contexts. Online program delivery modes support greater candidate independence and self-efficacy in teaching preparation skills whereas face-to-face programs create contexts in which candidates are more dependent upon instructors and formative supports to ensure teaching success.

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The Effects of Formative Supports in Online and Face-to-Face Teacher Preparation Programs

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