McVey, M. K., Poyo, S., & Smith, M. L. (2017). Optimizing K-12 education through effective educator preparation: Lessons learned from a synchronous online pilot study. In N. Ostashewski, J. Howell & M. Cleveland-Innes (Eds.), Optimizing K-12 education through online and blended learning (pp. 23-44).Hershey, PA: IGI Global. doi: 10.4018/978-1-5225-0507-5

Abstract: 

“Teacher interaction, presence, and participation in online and blended courses are key to facilitating student learning and student satisfaction. Those being prepared to teach in online K-12 environments must learn the knowledge, content, skills, and dispositions relevant to the online learner of the digital age, and particularly to incorporate into online courses the appropriate methods, including Technological Pedagogical Content Knowledge (TPACK). It is imperative that educator preparation programs provide its candidates with authentic field experiences in K-12 digital environments. This chapter includes findings of a pilot study that examined challenges faced by teacher candidates placed in an online student teaching environment and provides recommendations for course design, faculty support, infrastructure, and future research direction.”