TEACHER EDUCATION DISTANCE LEARNING PROGRAM

Teacher Education Distance Learning Program

Abstract

Recent technological developments have greatly influenced the ways American universities deliver educational course offerings to students at a distance. The perception of pre-service teachers in distance education programmes is germane to the planning and delivery of distance education courses in teacher education departments in the future. The results of this American study revealed a differing perception between male and female students in the area of course structure, student/teacher interaction, overall course satisfaction and peer interaction. As a result of this study, recommendations are provided for teacher preparation programmes to improve distance education course offerings for prospective teachers in the USA and implications for educators involved in teacher preparation internationally.

Table of Contents

Abstract2

Chapter I: Introduction3

Background5

Definition of terms7

Research sites, participant profiles and framework8

Research Questions10

How does the student perceive the online learning format?10

Has the online experience impacted the students teaching practices?10

Has the online program adequately prepared the student for teacher leadership?10

Chapter II: Literature Review11

The macro-context of the school11

Pre-service teachers and distance education19

Chapter III: Methodology23

Instrumentation23

Limitations24

Data analyses25

Chapter IV: Findings26

Chapter V: Discussion34

Teachers as change agents35

Micro context of the school37

Impact of teacher leadership39

Recommendations for teacher education programmes43

Chapter VI: Conclusion45

Conceptualization of teacher leadership45

Implications47

Recommendations for future research50

Implications for international educators58

References60

Chapter I: Introduction

The education process is in a state of rapid change. This change is paralleled by developments in technology. The development of technology is advantageous in that it aids in making education at a distance more accessible to those who would otherwise not be able to take regular classes because of work demands, family pressures and physical distance. Given these developments, distance education seems to be the obvious educational choice for non-traditional students, that is, “those over 25, part-time, working, residing off campus” (Eastmond, 1998, p. 33). Eastmond stated that these individuals are responding to the changing society and work environment needs and are doing this for one of the following reasons: “(a) career development, (b) job security, (c) upward mobility, (d) re-careering, or (e) other professional and personal reasons” (p. 33).

Universities are looking at ways to increase their enrollment and provide quality instruction to individuals who fit the mold of being distance students, that is, people who are older and constrained by time and space. Distance education makes education available to those individuals who are best suited for this purpose. Several universities have used distance education as a major delivery method for their curricular offerings. In some situations, universities have become exclusive providers of distance education in a variety of subject areas (Blumenstyk, 1998).

The National Center for Education Statistics (NCES) (2002) reported that approximately 6% of all instructional faculty have taught at least one distance education class. The report further stated that there is a trend in recruiting instructors (i.e., adjunct and lecturers) to teach these courses. What is not clear is what percentage of these teachers are in the Schools, Colleges and Departments of Education (SCDE's), since this might have an effect on the students in the teacher training departments.

Downs (1998) saw as priority the essence of “informing educators and learners ...