A case study: exploring pre-service teachers' readiness for teaching in K-12 online learning environments while enrolled in a university-based teacher preparation program

Brianna Billington

doi:10.17918/00001659

The need for credentialed teachers with online teaching experience is paramount. Prior research exists on teacher readiness of in-service teachers, but little research has been conducted on preservice teacher readiness for teaching in online environments. The purpose of this sequential explanatory mixed-methods case study was to explore the readiness of pre-service teachers for teaching in a K-12 online learning environment. This study addressed the following three research questions: (Q1) To what extent do university-based pre-service teachers report their perceptions of the importance of online teaching in terms of four factors (course design, course communication, time management, and technical competencies)? (Q2) To what extent do university-based pre-service teachers report their perceptions of their ability with online teaching in terms of four factors (course design, course communication, time management, and technical competencies)? (Q3) How do university-based pre-service teachers explain their personal experiences for online teaching readiness as related to the survey results? Qualitative and quantitative was collected from pre-service teachers in an accredited, university-based teacher preparation program using a survey and individual interviews. Results showed pre-service teachers understand the importance of online teaching factors and perceived course communication as the factor with the greatest level of importance. Several influential factors impacted the pre-service teachers' perception of importance. Perception of importance of time management can be impacted by pre-service teachers' degree program, which mainly due to perceived scheduling differences among degree programs. Qualitative and quantitative data also indicated pre-service teachers feel somewhat able to execute online teaching skills and were reportedly the most confident in their ability with course communication. Perception of ability was notably influenced by level of experience, level of preparation, and level of confidence, and feelings of inadequacies in these areas were countered with a constant demonstration of growth mindset. Perception of ability with course design can be impacted by the pre-service teachers' stage of clinical practicum, which is attributed to level of experience. Results of this study support prior literature on educator readiness for online teaching, while offering new data on the readiness of pre-service teachers.

A case study: exploring pre-service teachers' readiness for teaching in K-12 online learning environments while enrolled in a university-based teacher preparation program

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A case study: exploring pre-service teachers' readiness for teaching in K-12 online learning environments while enrolled in a university-based teacher preparation program

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