Preparing Preservice Teachers in a Virtual Space: A Case Study of a Literacy Methods Course

Abstract

This article describes a case study of an online literacy methods course offered at a small, midwestern university. Formal and informal instruments were used to assess students' backgrounds, interests, and dispositions. Archival course data were analyzed to examine interactions among content, course design, and student characteristics. Despite variations in self-directedness, dispositions toward the content, and prior experience with online/hybrid learning, 19 of 20 students who originally enrolled in the course were able to complete a compacted, fully online version of this introductory methods course. However, course evaluations indicated that for approximately one fourth of the students, there was a perceived mismatch between course objectives and online delivery. Findings suggest the need for design experiments that address immediacy in online courses and grapple with the issue of whether or not methods courses can be successfully delivered in a fully online format.

Reference

Fayne, H. R. (2014). Preparing Preservice Teachers in a Virtual Space: A Case Study of a Literacy Methods Course. The Teacher Educator, 49(4), 305–316. http://doi.org/10.1080/08878730.2014.934081

Journal

The Teacher Educator

Analysis

Is this article part of a larger project or series of studies?

Does this study draw on a large, preexisting data set?

Research Approach

Case study

Geographic Setting

United States

Institutional Context

University based

Certification Level

Pre-K - 6 (ages ~4-~12)

Programatic Focus

not stated

Research Location Context

University

Preservice Participants

Not stated

Preservice Sample Size

Duration of Data Collection

Not clear

Data Sources

Document Analysis
Survey

Data Analysis Tools

Case study analysis
Statistical analysis

Researcher Positionality

Inside (studying their own practices)

Research Questions

"Can a course that takes into account contextual factors promote online learning for all teacher education candidates?" (p. 307 - 308)
Is this research question explicit from the manuscript? Yes

"How do teacher education candidates with varying levels of self-directedness respond to an online introductory reading methods course?" (p. 308)
Is this research question explicit from the manuscript? Yes

"Can representations, decomposition, and approximations of teaching practice be successfully enacted in a virtual, asynchronous environment?" (p. 308)
Is this research question explicit from the manuscript? Yes