ERIC Number: EJ1425698
Record Type: Journal
Publication Date: 2024
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1359 6748
EISSN: EISSN-1747-5112
Available Date: N/A
Studying Changes in Teachers before and after a Fully Online Graduate Programme
Research in Post-Compulsory Education, v29 n2 p220-240 2024
The purpose of this study was to examine the perceived effect of a fully online Master of Education programme designed to prepare teachers to be accomplished teachers. Graduates of the programme completed a 33-item survey about the effect of the programme on five programme standards as student learning outcomes: content knowledge, planning learning environments, and applying effective teaching, assessment, and professional dispositions. We used a retrospective approach in that our graduates rated the frequency of their practice before and after the programme. All 33 items on the survey were statistically significant, indicating the increased frequency of practicing these five areas. We critically discussed the reasons why, in some items, there was almost the same across the participants of the study. The study's implications include the design of online graduate programmes for teachers and evaluative and analytical methods.
Descriptors: Electronic Learning, Graduate Study, Masters Programs, Teacher Education Programs, Online Courses, Knowledge Level, Educational Environment, Teaching Methods, Instructional Effectiveness, Student Evaluation, Teacher Role, Professionalism, Asynchronous Communication, Teacher Attitudes, Program Effectiveness, College Graduates
Routledge. 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
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia
Grant or Contract Numbers: N/A
Author Affiliations: N/A