设计一个虚拟实习为教师的在线教学做准备

S. Moore, James Hong
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引用次数: 1

摘要

在线课程在K-12中迅速发展,但教师通常没有为在这些环境中的教学做好准备。虽然虚拟学校的实地体验可能很有用,但很少有教师教育项目提供这样的机会,也很少有人研究这种方法的设计和有效性。在这个设计案例中,我们描述了为在职和职前教师设计的虚拟实习,以及它对他们自我效能的影响,如设计和提供在线教学的信心和能力所示。数据表明,这种方法可以有效地提高教师在网络教学中的自我效能感和表现。然而,建立虚拟实习有几个独特的设计考虑因素。在这种情况下,我们总结了一些关于结构、顺序和伙伴关系的经验教训,供其他考虑在教师准备课程中增加在线教学课程或实践的人参考。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Designing a Virtual Practicum to Prepare Teachers for Online Instruction
Online courses are growing rapidly in K-12, but teachers often receive no preparation for teaching in these environments. While field experiences in virtual schools may be useful, very few teacher education programs offer such an opportunity and there is very little research on the design and effectiveness of such an approach. In this design case we describe the design of a virtual practicum for in-service and pre-service teachers and its impact on their self-efficacy as indicated by confidence and competence in designing and delivering online instruction. Data indicates that this approach can be effective in increasing teacher self-efficacy and performance in online teaching. However, several design considerations are unique to establishing virtual practica. In this case, we summarize several lessons learned on structure, sequencing, and partnerships for others considering the addition of a course or practicum on online teaching to their teacher preparation curriculum.
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