Online Teacher Education During COVID: Emerging Futures for Pre-service Teacher Education

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dc.contributor.advisorJacobsen, Michele
dc.contributor.authorMorrison, Laura
dc.contributor.committeememberLock, Jennifer
dc.contributor.committeememberSpring, Erin
dc.date2021-11
dc.date.accessioned2021-10-01T19:40:14Z
dc.date.available2021-10-01T19:40:14Z
dc.date.issued2021-08
dc.description.abstractThe purpose of this study was to explore and analyze promising online pedagogical practices that enhance engagement and learning in one course of an Ontario-based pre-service teacher (PST) education program. The study used a multiple methods Design Based Research (DBR) approach and was framed by the theoretical perspectives of social constructivism, Communities of Inquiry, TPACK (technological, pedagogical and content knowledge) and a flipped classroom model (FCM). Data was collected from the perspectives of three students and one instructor. Data analysis focused on themes related to student engagement and learning, including additional considerations for online PST education. Key findings included: (a) the importance of timely, positive and personal teacher feedback for student way-finding, motivation and rapport building; (b) the importance of professional learning networks (PLNs) for social and cognitive presence development; (c) the importance of a FCM and choice (in content and responses) for cognitive and social presence development; (d) the importance of authentic learning experiences for deeper learning and (e) additional considerations for PST online education. Future research possibilities include replication of the study’s research design in other contexts in order to build an understanding of the practices that transcend contextual boundaries with an eye toward theory-building.en_US
dc.identifier.citationMorrison, L. (2021). Online teacher education during COVID: emerging futures for pre-service teacher education (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/39322
dc.identifier.urihttp://hdl.handle.net/1880/114010
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectPre-service teacher educationen_US
dc.subjectCOVID-19en_US
dc.subjectHigher educationen_US
dc.subjectOnline learningen_US
dc.subjectCommunity of Inquiryen_US
dc.subject.classificationEducation--Curriculum and Instructionen_US
dc.subject.classificationEducation--Teacher Trainingen_US
dc.subject.classificationEducation--Technologyen_US
dc.titleOnline Teacher Education During COVID: Emerging Futures for Pre-service Teacher Educationen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Education (EdD)en_US
ucalgary.item.requestcopytrueen_US
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