If You Choose Not to Decide: A Survey of Online Field Experiences for Canadian Teacher Preparation Programs
DOI:
https://doi.org/10.21432/cjlt28658Keywords:
K-12 distance education, pre-service teacher preparation, teacher educationAbstract
Despite the rapid growth in online and distance learning in Canada, there does not appear to be much interest on the part of teacher education programs to evolve to meet the needs of future generations of teacher candidates. While understanding the notion that systemic change in tertiary education takes time, the steady growth of online and blended learning in Canada–and globally–combined with raised awareness of distance learning stoked by the COVID-19 pandemic should make educators and policymakers worry about failing to respond to a rapidly changing educational landscape. This paper highlights the status of distance and online field experiences provided by Canadian teacher education programs. In addition, we review program offerings to support in-service teachers, such as graduate certificate, degree, and diploma programs, as well as MOOCs offering free professional development. This study, a replication of a mixed-method study originally conducted in the United States and published as a technical report by Archibald et al. (2020)[1], found that a minority of teacher education programs offered online or blended field experiences. Further, we found that programs were slow to change these deficiencies due to institutional lack of resources, limited knowledge base, perceived lack of usefulness for their teachers’ future careers, and regulatory bodies discouraging online field experiences. This study highlights the dramatic need for programming in distance and online education.
[1] This article is original, with some exceptions in the “Results” section.
References
Adelstein, D., & Barbour, M. (2016). Building better courses: Examining the construct validity of the iNACOL national standards for quality online courses. Journal of Online Learning Research, 2(1), 41–73. https://www.learntechlib.org/p/171515/
Al-Ansi, A. (2022). Investigating characteristics of learning environments during the COVID-19 pandemic: A systematic review. Canadian Journal of Learning and Technology, 48(1). https://cjlt.ca/index.php/cjlt/article/view/28051
Allen, I. E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Sloan Consortium. https://files.eric.ed.gov/fulltext/ED541571.pdf
Archambault, L. (2011). The practitioner’s perspective on teacher education: Preparing for the K-12 online classroom. Journal of Technology and Teacher Education, 19(1), 73–91. https://www.learntechlib.org/p/31410/
Archambault, L., Kennedy, K., Shelton, C., Dalal, M., McAllister, L., & Huyett, S. (2016). Incremental progress: Re-examining field experiences in K-12 online learning contexts in the United States. Journal of Online Learning Research, 2(3), 303–326. https://www.learntechlib.org/primary/p/174116/
Archibald, D., Barbour, M. K., Leary, H., Wilson, E. V., & Ostashewski, N. (2020). Teacher education and K-12 online learning. Canadian eLearning Network. https://k12sotn.ca/wp-content/uploads/2020/07/k12ol-teacher-ed.pdf
Barbour, M. K. (2012). Training teachers for a virtual school system: A call to action. In D. Polly, C. Mims, & K. Persichitte (Eds.), Creating technology-rich teacher education programs: Key issues (pp. 499–517). IGI Global. https://doi.org/10.4018/978-1-4666-4502-8.ch081
Barbour, M. K. (2019). The landscape of K-12 online learning: Examining the state of the field. In M. G. Moore & W. C. Diehl (Eds.), Handbook of Distance Education (4th ed., pp. 521–542). Routledge.
Barbour, M. K. (2020). Misbehaving toddler or moody teenager: Examining the maturity of the field of K-12 online learning. Revista de Educación a Distancia, 64(20). https://revistas.um.es/red/article/view/412821/286721
Barbour, M. K., & LaBonte, R. (2017). State of the nation study: K-12 e-learning in Canada. Canadian E-Learning Network. https://k12sotn.ca/wp-content/uploads/2018/02/StateNation17.pdf
Barbour, M. K., & LaBonte, R. (2020). Stories from the field: Voices of K-12 stakeholders during pandemic. Canadian eLearning Network. https://secureservercdn.net/198.71.233.227/sgf.292.myftpupload.com/wp-content/uploads/2020/12/A-Fall-Like-No-Other-Part-2-canelearn-remote-teaching-report3.pdf
Barbour, M. K., & LaBonte, R. (2023). State of the nation study: K-12 e-learning in Canada. Canadian E-Learning Network. https://k12sotn.ca/wp-content/uploads/2024/01/StateNation23.pdf
Barbour, M. K., LaBonte, R., Kelly, K., Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., Bond, A., & Hill, P. (2020). Understanding pandemic pedagogy: Differences between emergency remote, remote, and online teaching. State of the Nation: K-12 e-Learning in Canada. https://k12sotn.ca/wp-content/uploads/2020/12/understanding-pandemic-pedagogy.pdf
Barbour, M. K., Siko, J., Gross, E., & Waddell, K. (2013). Virtually unprepared: Examining the preparation of K-12 online teachers. In R. Hartshorne, T. L. Heafner, & T. M. Petty (Eds.), Teacher education programs and online learning tools: Innovations in teacher preparation (pp. 60–81). IGI Global. https://doi.org/10.4018/978-1-4666-1906-7.ch004
Blomgren, C. (2017). Current trends and perspectives in the K-12 Canadian blended and online classroom. In N. Ostashewski, J. Howell, & M. Cleveland-Innes (Eds.), Optimizing K-12 education through online and blended learning (pp. 74–92). IGI Global. https://doi/org/10.4018/978-1-5225-0507-5.ch004
Blomgren, C. (2018). OER awareness and use: The affinity between higher education and K-12. International Review of Research in Open and Distributed Learning, 19(2). http://www.irrodl.org/index.php/irrodl/article/view/3431/4584
Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Davis, N., & Rose, R. (2007). Research committee issues brief: Professional development for virtual schooling and online learning. North American Council for Online Learning. https://aurora-institute.org/resource/professional-development-for-virtual-schooling-and-online-learning/
Davis, N. E., & Roblyer, M. D. (2005). Virtual schooling. Learning and Leading with Technology,34(7), 10–15. https://files.eric.ed.gov/fulltext/EJ779830.pdf
Davis, N. E., Roblyer, M. D., Charania, A., Ferdig, R., Harms, C., Compton, L. K. L., & Cho, M. O. (2007). Illustrating the “virtual” in virtual schooling: Challenges and strategies for creating real tools to prepare virtual teachers. The Internet and Higher Education, 10(1), 27–39. https://doi.org/10.1016/j.iheduc.2006.11.001
Digital Learning Collaborative. (2024). Snapshot 2024: The post-pandemic digital learning landscape emerges. https://www.digitallearningcollab.com/snapshot-2024
Faculty of Education at Memorial University of Newfoundland. (2011). Killick Centre for E-Learning Research. In M. K. Barbour (Ed.), State of the nation study: K-12 online learning in Canada (pp. 14–21). Canadian E-Learning Network. https://k12sotn.ca/wp-content/uploads/2016/09/StateOfTheNation2011.pdf
Fan, W., & Yan, Z. (2010). Factors affecting response rates of the web survey: A systematic review. Computers in Human Behavior, 26(2), 132–139. https://doi.org/10.1016/j.chb.2009.10.015
Farhadi, B., & Winton, S. (2021). Building a plane while flying: Crisis policy enactment during COVID-19 in Alberta secondary schools. Journal of Teaching and Learning, 15(2), 117–132. https://jtl.uwindsor.ca/index.php/jtl/article/view/6725
Ferdig, R. E., & Kennedy, K. (2014). Handbook of research on K-12 online and blended learning. Entertainment Technology Center Press, Carnegie Mellon University. https://figshare.com/articles/Handbook_of_Research_on_K-12_Online_and_Blended_Learning/6686810
Friend, B., & Johnston, S. (2005). Florida virtual school: A choice for all students. In Z. L. Berge & T. Clark (Eds.), Virtual schools: Planning for success (pp. 97–117). Teachers College Press.
Gedak, L., Crichton, S., & Childs, E. (2023). Teaching internship in Canada: Rethinking standards while reflecting on the impact of COVID-19 on K-12 education. In G. S. Prakasha, & A. Kenneth (Eds.), Teacher Education (pp. 152–169). Routledge India.
Harrison, M. (2012). The development of graduate certificate in online teaching and learning. In M. K. Barbour (Ed.), State of the nation study: K-12 online learning in Canada (pp. 35–36). Canadian E-Learning Network. https://k12sotn.ca/wp-content/uploads/2016/09/StateOfTheNation2012.pdf
Hill, C., Rosehart, P., St. Helene, J., & Sadhra, S. (2020). What kind of educator does the world need today? Reimagining teacher education in post-pandemic Canada. Journal of Education for Teaching, 46(4), 565–575. https://doi.org/10.1080/02607476.2020.1797439
Hodges, C. B., Barbour, M., & Ferdig, R. E. (2022). A 2025 vision for building access to K-12 online and blended learning in pre-service teacher education. Journal of Technology and Teacher Education, 30(2), 201–216. https://www.learntechlib.org/p/221153/
Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Irvine, V., Mappin, D., & Code, J. (2003). Preparing teachers to teach online: The role of faculties of education. In D. Lassner & C. McNaught (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 1978–1981). Association for the Advancement of Computing in Education. https://www.learntechlib.org/p/11148/
Johnson, N. (2023). An increasing demand for technology use in teaching and learning: 2023 pan-Canadian report on digital learning trends in Canadian post-secondary education. Canadian Digital Learning Research Association. https://www.cdlra-acrfl.ca/wp-content/uploads/2023/12/2023-Pan-Canadian-Report-EN.pdf
Kennedy, K., & Archambault, L. (2012a). Offering preservice teachers field experiences in K-12 online learning: A national survey of teacher education programs. Journal of Teacher Education, 63(3), 185–200. https://doi.org/10.1177/0022487111433651
Kennedy, K., & Archambault, L. (Eds.). (2012b). Lessons learned in teacher mentoring: Supporting educators in K-12 online learning environments. International Association for K-12 Online Learning. https://aurora-institute.org/resource/lessons-learned-in-teacher-mentoring-supporting-educators-in-k-12-online-learning-environments/
Kennedy, K., & Archambault, L. (2013). Partnering for success: A 21st century model for teacher preparation. International Association for K-12 Online Learning. https://aurora-institute.org/resource/partnering-for-success-a-21st-century-model-for-teacher-preparation/
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
LaBonte, R., Barbour, M. K., & Mongrain, J. (2022). Teaching during times of turmoil: Ensuring Continuity of learning during school closures. Canadian eLearning Network. https://canelearn.net/wp-content/uploads/2022/09/Teaching-During-Times-of-Turmoil.pdf
LaBonte, R., Barbour, M. K., & Nagle, J. (2021). Pandemic pedagogy in Canada: Lessons from the first 18 months. Canadian E-Learning Network. https://secureservercdn.net/198.71.233.30/sgf.292.myftpupload.com/wp-content/uploads/2021/11/CANeLearn-Pandemic-Pedagogy-in-Canada.pdf
Manfreda, K. L., Bosnjak, M., Berzelak, J., Haas, I., & Vehovar, V. (2008). Web surveys versus other survey modes: A meta-analysis comparing response rate. International Journal of Market Research, 50(1), 79–104. https://doi.org/10.1177/147078530805000107
Martin, F., Bacak, J., Polly, D., & Dymes, L. (2023). A systematic review of research on K12 online teaching and learning: Comparison of research from two decades 2000 to 2019. Journal of Research on Technology in Education, 55(2), 190–209. https://doi.org/10.1080/15391523.2021.1940396
Mishra, P., Pandey, C. M., Singh, U., Gupta, A., Sahu, C., & Keshri, A. (2019). Descriptive statistics and normality tests for statistical data. Annals of Cardiac Anaesthesia, 22(1), 67–72. https://doi.org/10.4103%2Faca.ACA_157_18
Monk, A., & Howard, S. (1998). Methods & tools: The rich picture - A tool for reasoning about work context. interactions, 5(2), 21–30. https://dl.acm.org/doi/pdf/10.1145/274430.274434
Moore-Adams, B. L., Jones, W. M., & Cohen, J. (2016). Learning to teach online: A systematic review of the literature on K-12 teacher preparation for teaching online. Distance Education, 37(3), 333–348. https://doi.org/10.1080/01587919.2016.1232158
Nagle, J., Barbour, M. K., & LaBonte, R. (2020a). Documenting triage: Detailing the response of provinces and territories to emergency remote teaching. Canadian eLearning Network. https://secureservercdn.net/198.71.233.227/sgf.292.myftpupload.com/wp-content/uploads/2020/11/Documenting-Triage-canelearn-emergency-remote-teaching-report1.pdf
Nagle, J., Barbour, M. K., & LaBonte, R. (2021). Toggling between lockdowns: Canadian responses for continuity of learning in the 2020-21 school year. Canadian eLearning Network. https://secureservercdn.net/198.71.233.153/sgf.292.myftpupload.com/wp-content/uploads/2021/08/canelearn-2020-21-school-year.pdf
Nagle, J., LaBonte, R., & Barbour, M. K. (2020b). A fall like no other: Between basics and preparing for an extended transition during turmoil. Canadian eLearning Network. https://secureservercdn.net/198.71.233.227/sgf.292.myftpupload.com/wp-content/uploads/2020/11/A-Fall-Like-No-Other-canelearn-remote-teaching-report2.pdf
Polly, D., Martin, F., & Byker, E. (2023). Examining pre-service and in-service teachers’ perceptions of their readiness to use digital technologies for teaching and learning. Computers in the Schools, 40(1), 22–55. https://doi.org/10.1080/07380569.2022.2121107
Seaman, J. E., Allen, I. E., & Seaman, J. (2018). Grade increase: Tracking distance education in the United States. Babson Survey Research Group. https://files.eric.ed.gov/fulltext/ED580852.pdf
Shih, T., & Fan, X. (2008). Comparing response rates from web and mail surveys: A meta-analysis. Field Methods, 20(3), 249–271. https://doi.org/10.1177/1525822X08317085
Smith, D. (2012). Teaching and learning through e-learning: A new additional qualification course for the teaching profession. In M. K. Barbour (Ed.), State of the nation study: K-12 online learning in Canada (pp. 21–26). Canadian E-Learning Network. https://k12sotn.ca/wp-content/uploads/2016/09/StateOfTheNation2012.pdf
Van Nuland, S., Mandzuk, D., Tucker Petrick, K., & Cooper, T. (2020). COVID-19 and its effects on teacher education in Ontario: A complex adaptive systems perspective. Journal of Education for Teaching, 46(4), 442–451. https://doi.org/10.1080/02607476.2020.1803050
Woo, L. J., Archambault, L., & Borup, J. (2023). Exploring the evolution of field experiences in P-12 online settings: a systematic review of studies from 2007-2022. Journal of Research on Technology in Education, 1–17. https://doi.org/10.1080/15391523.2023.2237612
Zucker, A., & Kozma, R. (2003). The virtual high school: Teaching generation V. Teachers College Press.
Published
Issue
Section
License
Copyright (c) 2024 Jason Siko, Michael Barbour, Douglas Archibald, Nathaniel Ostashewski
![Creative Commons License](http://i.creativecommons.org/l/by-nc/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright Notice
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an International Creative Commons Attribution-NonCommercial License (CC-BY-NC 4.0) that allows others to share the work for non-commercial purposes, with an acknowledgement of the work's authorship and initial publication in this journal.