Taking Responsibility for the Future

Wayne Journell, Jayme Linton

OAI: oai:igi-global.com:223619 • DOI: 10.4018/978-1-5225-8009-6.ch014

Although K–12 online education is becoming more common in the United States, there is still much we do not know about how K–12 online teachers are being prepared. Given that few teacher education programs include online pedagogy in their teacher training efforts, it becomes incumbent on states to find alternative ways to prepare teachers for virtual instruction. This chapter analyzes a nine-week orientation session that is part of an established, state-run induction program for prospective K–12 online instructors. Although the findings are specific to the program being studied, the authors believe they can serve as a model for educators in other states wishing to develop similar types of induction programs to meet the rising demand for K–12 online instruction in the United States.

Blended & Mobile Learning Education K-12 Education Social Sciences and Humanities