Examining Online and In-Person Educator Preparation Program Learning Outcomes

Abstract

The effectiveness of technology to support learning and the value of technology-mediated instruction are critical factors in determining the quality of educator preparation programs. A widely utilized, national measure of teacher readiness and preparation in the USA, edTPA, reports program completers' knowledge and skills in content-specific instructional planning and learner asset differentiation; pedagogical delivery and student engagement; and measures of learning and evaluative feedback to support individual student educational growth. This study leverages these performance scores to measure the equivalency of online teacher candidates' learning outcomes as compared to candidates completing traditional in-person [face-to-face (F2F)] programs. Results suggest candidates who completed the online pathway to teacher licensure were more classroom-ready. Findings challenge notions that traditional methods of teacher preparation are more effective pathways to becoming a teacher and suggest attributes of online learning may be linked to differences in candidate knowledge and skill preparation when equitable curricular opportunities are provided. In light of the global pandemic, the outcomes of this study offer support for the rising need for educators to adapt to the new reality of teaching and learning through technology.