Vol. 40 No. 2 (2025)
Special Issue

The Road Less Travelled: Alternative Pathways for Teacher Candidates

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Dr. Rob Power
Cape Breton University
Bio
Dr. Belinda Gimbert
The Ohio State University
Bio
Dr. Dean Cristol
The Ohio State University
Bio
Dr. Helga Hambrock
Sefako Makgatho Health Sciences University, South Africa
Bio
DOI: https://doi.org/10.55667/10.55667/ijede.2025.v40.i2.1384

Published 2025-12-22

How to Cite

Power, R., Gimbert, B., Cristol, D., & Hambrock, H. (2025). The Road Less Travelled: Alternative Pathways for Teacher Candidates. International Journal of E-Learning & Distance Education Revue Internationale Du E-Learning Et La Formation à Distance, 40(2). https://doi.org/10.55667/10.55667/ijede.2025.v40.i2.1384
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Abstract

Teacher preparation in Canada and the United States has traditionally relied on residency-based degree programs which often exclude candidates who are unable to leave their communities or jobs for multiyear, on-campus training. This research examined the effectiveness of alternative online teacher preparation models. Ohio’s Intensive Pedagogical Training Institute (IPTI) and Alternative Resident Educator Institute (AREI), both launched in 2010, along with Cape Breton University's accelerated online Bachelor of Education program, launched in 2024, expanded access for underserved candidates. Quality assurance metrics indicated that the online format and accelerated pace of CBU’s program did not negatively impact the academic or professional success of its graduates compared to those from traditional programs. The findings underscore that online pathways are equally effective and promote greater equity and access in the teaching profession.

Keywords: alternative pathways, instructional design, online learning, teacher certification, teacher training barriers

Une voie moins fréquentée : parcours alternatifs vers la profession enseignante

Résumé : La formation des enseignants au Canada et aux États-Unis repose traditionnellement sur des programmes diplômants en présentiel, de type résidentiel, qui excluent souvent les candidats dans l’impossibilité de quitter leur communauté ou leur emploi pour suivre une formation universitaire sur campus sur plusieurs années. Cette recherche examine l’efficacité d’un modèle alternatif de formation des enseignants entièrement en ligne. Le programme accéléré de baccalauréat en éducation en ligne de la Cape Breton University, lancé en 2024, a permis d’élargir l’accès à la formation pour des candidats issus de publics sous-desservis. Les indicateurs d’assurance qualité montrent que le format en ligne et le rythme accéléré du programme de la Cape Breton University n’ont pas eu d’incidence négative sur la réussite académique ou professionnelle de ses diplômés, comparativement à ceux issus de programmes traditionnels. Les résultats soulignent que les parcours de formation en ligne sont tout aussi efficaces et contribuent à promouvoir une plus grande équité et un meilleur accès à la profession enseignante.

Mots-clés : parcours alternatifs ; ingénierie pédagogique ; apprentissage en ligne ; certification des enseignants ; obstacles à la formation des enseignants.

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