Title

Moving Beyond Four Walls: The Expanding Online Teacher Preparation Classroom

Abstract

In this qualitative research study, the authors explore the use of the Remote Observation of Graduate Interns (ROGI) as a tool for expanding online instruction for teacher licensure programs. Data are presented evaluating the differences between remote (synchronous) and face to face observational processes for a social studies lateral entry teacher, a student teaching social studies graduate intern, a social studies methods instructor, and a generalist. Through their rich, thick descriptions of the data, they conclude that remote and face to face observations are not equivalent methods; however, they are comparable and thus interchangeable, providing an innovative alternative for addressing constraints of traditional observation processes and shrinking operational budgets. Finally, the authors describe how ROGI moved learning and assessment beyond four walls and the potential ROGI offers in redefining teacher preparation using a multimedia video conferencing platform. © 2012, IGI Global.

Publication Date

12-1-2011

Publication Title

Instructional Technology Research, Design and Development: Lessons from the Field

Number of Pages

370-400

Document Type

Article; Book Chapter

Personal Identifier

scopus

DOI Link

https://doi.org/10.4018/978-1-61350-198-6.ch023

Socpus ID

84898586876 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84898586876

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