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Online Teacher Education: A Case Study from New Zealand

Online Teacher Education: A Case Study from New Zealand
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Author(s): Anne Yates (Victoria University of Wellington, New Zealand)
Copyright: 2013
Pages: 22
Source title: Teacher Education Programs and Online Learning Tools: Innovations in Teacher Preparation
Source Author(s)/Editor(s): Richard Hartshorne (University of Central Florida, USA), Tina L. Heafner (University of North Carolina at Charlotte, USA) and Teresa Petty (University of North Carolina at Charlotte, USA)
DOI: 10.4018/978-1-4666-1906-7.ch006

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Abstract

This chapter reports a study which examined experiences of nine beginning teachers who completed their initial teacher education in the online mode. The study investigated reported perceptions during their first six months teaching. Participants found the content of the online program comprehensive, prepared them well to begin teaching, and provided an opportunity for Maori (New Zealand’s indigenous people) to become high school teachers. Main advantages of studying online were: flexibility; saving time and money; developing skills and personal attributes such as independence; and for some, the only way to become teachers. The major disadvantage was the difficulty of studying alone despite an interactive delivery platform. Also, participants were concerned learning online did not allow modelling of teaching skills and this impacted on participants’ classroom practice. Recommendations include creating connections for online learners; using skilled staff; creating culturally appropriate online environments; and incorporating opportunities for face-to-face interaction in online initial teacher education.

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