Online Teaching and Learning for Teacher Educators is the first book written exclusively by teacher educators for teacher educators in higher education, K-12 classrooms, and for candidates preparing to become teacher educators. Written as a practical, easy to understand and use guide, this book is designed to support and empower teacher educators from all settings as they transition into and advance their knowledge, skills, and dispositions in online teaching and learning. Readers will find ten informative and stimulating chapters, drawn from each author’s personal experience, that focus on the essential topics and emerging issues relevant to the ever-expanding and rapidly changing online environment unique to teacher educators.
Topics covered include planning developmentally appropriate content and context in creative ways; establishing and engaging with collaborative communities of learners; optimizing opportunities for engagement, expression, exchange of ideas, innovation, and inspiration; incorporating meaningful assessments, rubrics, and feedback that promote thinking, growth, and reflection; and advancing awareness, application, and appreciation of ethics, equity, and efficacy. Plus, issues related to the challenges, choices, and changes associated with effective online teaching and learning, specifically for teacher educators, are highlighted. Every teacher educator, whether a seasoned veteran or aspiring newcomer, will benefit greatly from reading this outstanding book. We sincerely hope that our experiences will help you in your quest to become the best online educator that you can be.
Lori Fulton, PhD, is associate professor of elementary education in the Institute for Teacher Education at the University of Hawaiʻi at Mānoa. She specializes in elementary science education, the oral and written discourse of science, teacher education and professional development, and PDS/University partnerships.
Jon Yoshioka, PhD, is professor and department chair of the Master of Education in Teaching Program at the University of Hawaiʻi at Mānoa’s Institute for Teacher Education. His research interests include teacher education, teacher preparation and professional development, transnational education, PDS/university partnerships, and culturally responsive pedagogy.
Nancy P. Gallavan, PhD, is professor emerita of teacher education at the University of Central Arkansas specializing in classroom assessments, cultural diversity and inclusion, doctoral studies, field supervision, and instructional coaching. With more than 200 peer-reviewed publications, Nancy is an ATE past president, ATE distinguished member, and ATE distinguished mentor.
Foreword: Shirley Lefever
Introduction: Nancy P. Gallavan
Chapter 1:Inspiration, Aspiration, and Optimization Advancing Online Teaching and Learning
Nancy P. Gallavan & LeAnn G. Putney
Chapter 2: Cultural Competence and Global Awareness in an Online Environment
Marie Byrd & Glenda L. Black
Chapter 3: Learning Content Online: Knowledge, Skills, and Dispositions
Jon Yoshioka, Lori Fulton, Rosela C. Balinbin Santos, & Rayna R. H. Fujii
Chapter 4: Pedagogical and Andragogical Considerations in Online Teacher Education
Mark M. Diacopoulous & Brandon M. Butler
Chapter 5: Classroom Assessment Purposes, Practices, and Proficiency
Amy E. Thompson & Nancy P. Gallavan
Chapter 6: Meaningful Feedback in an Online Classroom
Ashlie R. Jack & Shirley Lefever
Chapter 7: Creating Collaborative Communities in Cyberspace
Lori Fulton & Jon Yoshioka
Chapter 8: Professional Integrity and Pedagogical Ethics
Winnie Namotovu & Nancy P. Gallavan
Chapter 9: Enhance Efficacy and Advocate Agency in Online Classrooms
Walter S. Polka & Amanda Rudolph
Chapter 10: Stories from the Field
Lori Fulton, Jon Yoshioka, John Hicks, Glenda L. Black, Rosela C. Balinbin Santos, Mark M. Diacopoulous, V. Carole Smith, & Erin O. Shaw
Epilogue: Challenges, Choices, Changes, and Cheers
Erin O. Shaw, Monica K. Amyett, & Nancy P. Gallavan
About the Authors
This book has come at a pivotal time as many educators have been thrust into online learning often teaching with little guidance and seeking answers to many crucial questions. The authors, editors. and ATE should be lauded for bringing together a collection of informative chapters on online learning with topics including equity, ethics, and culture, as well as feedback, assessment, collaboration, pedagogy, andragogy, and agency. While online teaching and learning is made up of a vast nebulous network of understandings, systems, and processes, this book certainly stands as a broad and comprehensive canvas of information to set people on the right track to preparing future teachers.
I have been preparing new teachers to teach in online environments for years without the excellent guidance and structure this book provides. By combining realistic scenarios with current research, the authors clearly guide the reader through not only the ‘why’ of online teaching but the ‘how.’ Current references, broad resources, and thoughtful reflection questions in each chapter will make this a great tool for instructors new to online teaching.
As a new online teacher, this book has helped me identify best practices in building an online experience for all learners. The material in this book provides an organized and thorough guide to becoming an effective online facilitator. A variety of relevant topics are covered, and an abundance of new ideas are provided to use in an online classroom setting.
This text serves as an excellent resource for teaching and learning online in recognition of the growing needs and demands of teacher educators. Advancing learners’ awareness, application, and agency through research-based practices for digital spaces is a major strength presented throughout the book – but the authors’ care and discernment in understanding the complexities presented in virtual environments and the intentionality taken for addressing teacher educators is what makes this text different from any other resource. This book serves as an excellent bridge for increasing understandings about the possibilities and opportunities in online learning, but also recognizes potential pitfalls to consider, all in all a great tool for teacher educators!
Online Teaching and Learning for Teacher Educators fills a critical gap in the research base by focusing on the needs of teacher educators and teacher candidates in ultimate service to K-12 students. Framed by opening vignettes and closing reflection questions, the text centers the identities of teacher educators, teacher candidates, and K-12 learners in a triadic relationship bonded by the evolving interplay of pedagogy and online learning spaces. Teacher candidates are firmly positioned in the text as adult learners with unique strengths and needs promoting a growth mindset to the teacher educators who support them. The text challenges teacher educators to re-envision online learning as providing opportunity for complex and critical thinking supported by engaged and interactive learning communities.