Vol. 39 No. 2 (2024)
Research Articles

Rethinking Teacher Education: The Impact of a K-12 Online Learning Curriculum on In-Service Teachers

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Mary Azukas
Bio
Michael K Barbour
Touro University, California
Bio
DOI: https://doi.org/10.55667/10.55667/ijede.2024.v39.i2.1339

Published 2024-12-21

How to Cite

Azukas, M., & Barbour, M. K. (2024). Rethinking Teacher Education: The Impact of a K-12 Online Learning Curriculum on In-Service Teachers. International Journal of E-Learning & Distance Education Revue Internationale Du E-Learning Et La Formation à Distance, 39(2). https://doi.org/10.55667/10.55667/ijede.2024.v39.i2.1339
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Abstract

This action research study examines the integration of K-12 online learning curriculum in a graduate instructional technology course aimed at preparing in-service teachers for online teaching environments. Through a cycle of curriculum implementation, data collection, and analysis, the study highlights the evolution of teachers' perceptions, identifying both the benefits and challenges of online education. Findings suggest that curriculum changes can significantly impact teachers' understanding and attitudes, though the study is limited by its small sample size and single-site context. Despite these limitations, the study offers valuable insights for teacher education programs seeking to incorporate online teaching components. Future research should consider expanding to multiple sites and updating curriculum content to reflect post-pandemic experiences in digital learning environments.

Keywords: teacher education, online learning, higher education innovation, digital learning curriculum, graduate education, instructional technology, online learning curriculum

Repenser la formation des enseignants : L’impact d’un programme d’apprentissage en ligne, pour les niveaux préscolaire, primaire et secondaire, sur les enseignants en exercice

Résumé: Cette recherche-action étudie l'intégration d'un programme d'apprentissage en ligne allant du préscolaire au secondaire dans un cours de technologie éducative de niveau supérieur destiné à préparer les enseignants en exercice aux environnements d'enseignement en ligne. À travers un cycle d'implémentation du programme, de collecte et d'analyse de données, l'étude met en lumière l'évolution des perceptions des enseignants, identifiant à la fois les avantages et les défis de l'éducation en ligne. Les résultats suggèrent que les modifications curriculaires peuvent influencer significativement la compréhension et les attitudes des enseignants. Bien que l'étude soit limitée par la taille réduite de son échantillon et son contexte unique, elle offre des perspectives précieuses pour les programmes de formation des enseignants souhaitant intégrer des composantes d'enseignement en ligne. Les recherches futures devraient envisager d'étendre l'étude à plusieurs sites et de mettre à jour le contenu du programme pour refléter les expériences post-pandémiques dans les environnements d'apprentissage numérique.

Mots-clés : formation des enseignants, apprentissage en ligne, innovation dans l'enseignement supérieur, programme d'apprentissage numérique, formation supérieure, technologie éducative, programme d'apprentissage en ligne

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