Online Initial Teacher Education: A Systematic Review of the Literature

Autor/inn/en	Dyment, Janet E.; Downing, Jillian Jane
Titel	Online Initial Teacher Education: A Systematic Review of the Literature
Quelle	In: Asia-Pacific Journal of Teacher Education, 48 (2020) 3, S.316-333 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dyment, Janet E.) ORCID (Downing, Jillian Jane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2019.1631254
Schlagwörter	Online Courses; Teacher Education Programs; Preservice Teacher Education; Educational Technology; Technology Uses in Education; Foreign Countries; Blended Learning; Educational Innovation; Student Experience; Intellectual Disciplines; Preservice Teachers; Teacher Educators; Outcomes of Education; Australia; Turkey + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Lehramtsstudiengang; Lehrerausbildung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Instructional innovation; Bildungsinnovation; Studienerfahrung; Geisteswissenschaften; Teacher education; Education; Lehrerbildung; Lernleistung; Schulerfolg; Australien; Türkei
Abstract	This paper presents a systematic review of the literature on online initial teacher education. This review is timely given the growing numbers of online students studying teacher education in Australia and beyond. The paper begins with a presentation of the search protocol including search terms, databases, and inclusion/exclusion criteria that resulted in 492 refereed articles being included in the review. Analysis of title and abstract of these articles allowed insight into a variety of factors and trends, including journal of publication, year of publication, research approach, and key focal areas. Two "well-established" research focal areas emerged: technological pedagogical innovations and student experiences of studying teacher education online. Two "emerging" research focal areas were teacher educator experiences of teaching online and online teacher education in traditionally experiential specialisations, such as drama and outdoor education. When all the articles are considered holistically, a fragmented and siloed research approach is revealed, evidenced by a large number of journals publishing articles on multiple focal areas, leading to considerable repetition among the evidences presented across the articles. As such, this paper highlights the need for a more coherent and organised approach to research in online teacher education and its dissemination to all stakeholders. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01