Designing a Virtual Practicum to Prepare Teachers for Online Instruction

Abstract

Online courses are growing rapidly in K-12, but teachers often receive no preparation for teaching in these environments. While field experiences in virtual schools may be useful, very few teacher education programs offer such an opportunity and there is very little research on the design and effectiveness of such an approach. In this design case we describe the design of a virtual practicum for in-service and pre-service teachers and its impact on their self-efficacy as indicated by confidence and competence in designing and delivering online instruction. Data indicates that this approach can be effective in increasing teacher self-efficacy and performance in online teaching. However, several design considerations are unique to establishing virtual practica. In this case, we summarize several lessons learned on structure, sequencing, and partnerships for others considering the addition of a course or practicum on online teaching to their teacher preparation curriculum.