Exploring the Concerns of Online K-12 Teachers

Autor/inn/en	Farmer, Tadd; West, Richard
Titel	Exploring the Concerns of Online K-12 Teachers
Quelle	In: Journal of Online Learning Research, 5 (2019) 1, S.97-118 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2374-1473
Schlagwörter	Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; Online Courses; Distance Education; Teaching Experience; Teaching (Occupation); Occupational Aspiration; Teacher Certification; Time Management; Teacher Responsibility; Teacher Role; Grading; Technology Uses in Education; Computer Assisted Testing; Educational Quality; Open Enrollment; Student Placement; Teacher Student Relationship; Mentors + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Teaching; Lehrberuf; Berufsneigung; Berufsziel; Zeitmanagement; Lehrverpflichtung; Lehrerrolle; Notengebung; Schulnote; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Quality of education; Bildungsqualität; Open entry; Offenes Bildungssystem; Schülerpraktikum; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	In this interpretative phenomenological analysis (IPA) study, we found that the experiences of online teachers are highly complex and individualized, and that the development of their concerns as teachers is largely unaffected by years of teaching experience. Because of the dramatic increase in online K-12 education, there is a need for additional research to understand evidence-based practices in online teaching. Few studies have attempted to capture the rich experience of online teachers through a careful analysis of their teaching concerns. In this study, educators from a large online K-12 institution were contacted via email and invited to participate. Final study participants were purposely selected to represent both new and experienced educators in order to understand the possible impact of teaching experience on the development of concerns. In total, seven educators were chosen to participate in two online video interviews and bimonthly journaling entries over a four-month period of time. These educators revealed numerous teaching-related concerns hereafter categorized by personal, instructional, and relational themes, along with categories found at the intersection of these three themes. The findings presented here encourage greater dialogue between teachers and organizational leaders to understand and mitigate the negative impact of these concerns. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: https://www.aace.org/pubs/jolr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01