In the fall of 2021, our university returned to offering face-to-face courses while retaining online course options for our education students. We quickly noticed that our online courses filled up rapidly and had a growing wait list. As a faculty member now teaching solely online, I wanted to learn more from our teacher candidates regarding their preferences. The purpose of my research is to do a comparative analysis between the perceived effectiveness of teacher candidates of a secondary methods course taught face-to-face versus another section that is being taught online. My research questions are:
1. What are teacher candidates’ perspectives regarding the effectiveness of face-to-face courses vs. online courses in a teacher education program?
2. Are there any notable differences in the university observations of teacher candidates between the two modalities of instruction?
Data collection will occur in class as part of the submission of regularly assigned reflections and/or assignments. Students will complete a survey on the first day of class. Focus interviews will be scheduled during class time. Furthermore, all students enrolled in EDSS 4300 are also enrolled in EDSS 4855. In EDSS 4855, they will be observed teaching six times by a university supervisor. I will also analyze these formal documents to see if they show any differences in performance between students from the two different class modalities.
This study adds understanding of how course modality impacts teacher candidates’ effectiveness in their field work as well as how teacher candidates’ view course options to complete program.

Authors:
Heather Dean, CSU Stanislaus, United States

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00

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