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Teacher Preparation Programs and Teacher Training in Online Learning Environments: A Review of Literature

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Title: Teacher Preparation Programs and Teacher Training in Online Learning Environments: A Review of Literature
Language: English
Authors: Rachel Louise Geesa, Krista M. Stith, Kate Shively, Riley Legge
Source: Journal of Research in Education. 2025 33(2):43-92.
Availability: Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org
Peer Reviewed: Y
Page Count: 50
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Education Programs, Electronic Learning, Preservice Teacher Education, Distance Education, COVID-19, Pandemics, Technological Advancement, Preservice Teachers, Teacher Competencies, Readiness, Blended Learning, Web Based Instruction
ISSN: 1083-6470
Abstract: Traditionally, teacher preparation programs have been designed to prepare teacher candidates to teach in face-to-face learning environments. Due to the heightened demand for online learning, amplified by the emergency shift to remote teaching during the novel coronavirus (COVID-19) pandemic and continuous technological advancements, teacher preparation programs now face the responsibility of adequately preparing their students to excel in teaching within online learning environments. To better understand teacher candidates' access to training for teaching in online environments, we conducted an extensive literature review from 2003 to 2022. The following themes were identified within the literature and are discussed: 1) Expectations for teacher candidates to have competencies in online teaching are increasing, 2) Teacher candidates need more engagement in online learning in their teacher preparation programs, 3) Teacher candidates experience unique difficulties in online environments in their teacher preparation programs, 4) Teacher candidates who receive purposeful instruction and support in online learning environments perceive greater professional preparedness, and 5) Teacher candidates' educational experiences vary among diverse learning environments. Throughout this literature review, we share pedagogical approaches and ideas for future research that may have utility for teacher educators to support teacher candidates in developing their knowledge and skills as future professional educators in online environments.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1487009
Database: ERIC
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  Data: Teacher Preparation Programs and Teacher Training in Online Learning Environments: A Review of Literature
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Education%22"><i>Journal of Research in Education</i></searchLink>. 2025 33(2):43-92.
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  Data: Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org
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  Data: Traditionally, teacher preparation programs have been designed to prepare teacher candidates to teach in face-to-face learning environments. Due to the heightened demand for online learning, amplified by the emergency shift to remote teaching during the novel coronavirus (COVID-19) pandemic and continuous technological advancements, teacher preparation programs now face the responsibility of adequately preparing their students to excel in teaching within online learning environments. To better understand teacher candidates' access to training for teaching in online environments, we conducted an extensive literature review from 2003 to 2022. The following themes were identified within the literature and are discussed: 1) Expectations for teacher candidates to have competencies in online teaching are increasing, 2) Teacher candidates need more engagement in online learning in their teacher preparation programs, 3) Teacher candidates experience unique difficulties in online environments in their teacher preparation programs, 4) Teacher candidates who receive purposeful instruction and support in online learning environments perceive greater professional preparedness, and 5) Teacher candidates' educational experiences vary among diverse learning environments. Throughout this literature review, we share pedagogical approaches and ideas for future research that may have utility for teacher educators to support teacher candidates in developing their knowledge and skills as future professional educators in online environments.
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      – Text: English
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        StartPage: 43
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      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Electronic Learning
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Distance Education
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      – SubjectFull: COVID-19
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      – SubjectFull: Readiness
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      – SubjectFull: Blended Learning
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      – SubjectFull: Web Based Instruction
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