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data-landing_url="https://www.academia.edu/112887629/Teacher_Induction_for_Teachers_Prepared_Online" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="122544962" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/122544962/Meeting_the_Demand_for_Online_Education">Meeting the Demand for Online Education</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="31357626" href="https://independent.academia.edu/JaymeLinton">Jayme Linton</a></div><p 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The field&#39;s understanding of how K-12 online teachers are being prepared is especially sparse. Given that few teacher education programs include online pedagogy in their teacher training efforts, it becomes incumbent on states to find alternative ways to prepare teachers for virtual instruction. This chapter analyzes a 9-week orientation session that is part of an established, state-run induction program for prospective K-12 online instructors. Although the findings are specific to the program being studied, the authors believe they can serve as a model for educators in other states wishing to develop similar types of induction programs and for teacher education programs that will eventually have to incorporate online pedagogy into their existing programs in order to meet the rising demand for K-12 online instruction in the United States.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Meeting the Demand for Online Education","attachmentId":117187180,"attachmentType":"pdf","work_url":"https://www.academia.edu/122544962/Meeting_the_Demand_for_Online_Education","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/122544962/Meeting_the_Demand_for_Online_Education"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="2311683" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/2311683/Barbour_M_K_Siko_J_Gross_E_and_Waddell_K_2012_Virtually_unprepared_Examining_the_preparation_of_K_12_online_teachers_continued_">Barbour, M. K., Siko, J., Gross, E., & Waddell, K. (2012). Virtually unprepared: Examining the preparation of K-12 online teachers. [continued]</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="594532" href="https://wayne.academia.edu/KeciaWaddell">Kecia Waddell</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="171604" href="https://tu-ca.academia.edu/MichaelBarbour">Michael Barbour</a></div><p class="ds-related-work--abstract ds2-5-body-sm">At present, there are very few examples of the preparation of teachers for the online environment in teacher education. Even more unfortunate is that less than 40% of all online teachers in the United States reported receiving any professional development before they began teaching online. While some virtual schools provide some training to their own teachers, in most instances, no such training is provided to the school-based personnel. This is unfortunate, as K-12 student success in online learning environments require support from both the online teacher and the local school-based teacher. Clearly, there is a need for teacher education programs to equip all teachers with initial training in how to design, deliver, and – in particular – support K-12 online learning. This chapter begins with an examination of the act of teaching online and how that differs from teaching in a face-to-face environment. Next, the chapter describes existing teacher education initiatives targeted to pre-service teachers (i.e., undergraduate students) and then in-service teachers (i.e., graduate students). This is followed by an evaluation of current state-based initiatives to formalize online teaching as an endorsement area. Finally, a summary of the unique aspects of teaching online and how some initiatives have attempted to address these unique skills, before outlining a course of action that all teacher education programs should consider adopting.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Barbour, M. K., Siko, J., Gross, E., \u0026 Waddell, K. (2012). Virtually unprepared: Examining the preparation of K-12 online teachers. [continued]","attachmentId":30876518,"attachmentType":"pdf","work_url":"https://www.academia.edu/2311683/Barbour_M_K_Siko_J_Gross_E_and_Waddell_K_2012_Virtually_unprepared_Examining_the_preparation_of_K_12_online_teachers_continued_","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/2311683/Barbour_M_K_Siko_J_Gross_E_and_Waddell_K_2012_Virtually_unprepared_Examining_the_preparation_of_K_12_online_teachers_continued_"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="33161294" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/33161294/Preparation_for_Online_K_12_Teachers">Preparation for Online K-12 Teachers</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="16274986" href="https://byu.academia.edu/LauraMcAllister">Laura McAllister</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Preparation for Online K-12 Teachers","attachmentId":53248502,"attachmentType":"pdf","work_url":"https://www.academia.edu/33161294/Preparation_for_Online_K_12_Teachers","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/33161294/Preparation_for_Online_K_12_Teachers"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="8909219" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/8909219/Smith_S_B_Smith_S_J_and_Boone_R_2000_Increasing_access_to_teacher_preparation_The_effectiveness_of_traditional_instructional_methods_in_an_online_learning_environment">Smith, S. B., Smith, S. J., & Boone, R. (2000). Increasing access to teacher preparation: The effectiveness of traditional instructional methods in an online learning environment.</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2703271" href="https://kansas.academia.edu/SeanSmith">Sean Smith</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Special Education Technology, 15(2), 37-46.</p><p class="ds-related-work--abstract ds2-5-body-sm">Distance education via the World Wide Web is currently being examined as a method to provide special and general education instruction in teacher preparation programs. The purpose of this study was to compare the effectiveness of traditional instructional methods in an online learning environment. Results of this study revealed that overall there were no significant differences between learning under the two conditions. That is, student academic outcomes were the same when instruction was delivered in a traditional classroom or through an online learning environment. Some advantage was found to online discussions in contrast to face-to-face discussions. Traditional instructional methods, such as those used in this study, produce similar academic outcomes when delivered through online learning environments. The implications of these results for teacher preparation practice are discussed. Educators trained to work with students with disabilities are in short supply (Brownell & Smith, 1993; Lauritzen & Friedman, 1993). Unfortunately, this shortage is expected to become even more acute as the U.S. public-school population age 5 through 13 rose to approximately 38.5 million in 1998 and continues to increase at even higher rates. Similarly, studies have shown that an increasing amount of special education service providers lack certification in the area in which they are teaching. In addition, the need for on-going professional development has been documented to address new concepts, procedures, instruction and general issues concerning the education of students with special needs. Distance education provides one means of integrating technology across teacher preparation to meet the growing needs of preservice and inservice preparation programs (Spooner, Spooner, Algozzine, & Jordan, 1998). Over the past decade, distance education has rapidly become an alternative distribution model for colleges and universities to offer special education courses to individuals at remote locations across the country. As distance education courses grow, colleges have also begun to offer complete programs allowing individuals to earn undergraduate and graduate degrees via a distance education format. For instance, Pepperdine University in California offers a doctoral degree in educational technology, Pennsylvania State University offers a certification program in educational technology integration, and the University of California at Los Angeles offers programs that teach teachers how to develop online instruction. In special education, programs at the University of North Carolina-Charlotte, the University of Kentucky, and the University of South Florida have created distance education graduate and endorsement programs to train current and future teachers to meet the needs of individuals with special needs. Increasingly, colleges have expanded traditional distance education formats to include significant World Wide Web-based components (Blackhurst, Hale & Lahm, 1998; Dede, 1999). Distance/Web-based learning has many benefits: (a) continued education opportunities for those in rural and hard-to-reach areas; (b) increased flexibility for the student pursuing education (e.g., attending class is easier); (c) controlled use and flexibility of course content and materials for the student; (d) enhanced interactive format offering multiple demonstration and practice opportunities for reinforcing instruction and subsequent comprehension; (e) increased numbers of students can be reached by a smaller number of instructors; (f) expanded geographic areas offering varied information distribution; (g) enhanced communication among students offering diversified perspectives and frames of reference; and (h) decreased costs of instruction for students (CEC Today, 1998; Langone, Malone, Stecker, & Greene, 1998; Spooner et al., 1998). Combined with interactive Web-based instruction, distance education is quality education. According to an expanding literature base, advances in technology have moved distance learning from a less than optimal educational experience to a highly reasonable option to meet the needs of qualified educators (Duchastel, 1997). In teacher education, Web-based distance education has also begun to be used to enhance current general education teacher preparation curricula (Smith & Southern, 1999; Smith & Jones, 1999). Integrated as learning modules, special education issues can be infused across traditional elementary and secondary preparation. For example, the Power of 2 (http://powerof2.org) at the University of Kansas instructs educators on collaboration basics through an interactive school-based approach. A trend towards expanding educational opportunities to a population of learners unable to attend courses in person has many institutions of higher education seeking affordable and flexible student-centered online learning environments (Duchastel, 1996). Many institutions and educators are intrigued with potential opportunities of meeting the needs of many students at remote and diverse geographical settings. Teacher preparation programs seeking to confront significant teacher personnel shortages, especially in the area of special education, are considering online options as a way to expand endorsement and certification programs beyond the confines of traditional teacher preparation programs. Similarly, college and university special education programs have embraced distance education options to address a growing need of poorly trained and improperly certified teachers serving the needs of students with special needs. However, while many institutions and educators have effectively integrated Web-based technologies into their educational environments to support a variety of courses and teaching functions, the effectiveness and efficiency of these new online technologies as well as their ability to deliver instruction, are still being considered. What most models of online learning do not account for is the method of instructional delivery. It has been assumed for some time that traditional methods of instruction would transfer to online learning environments, as evidenced by the increase in online-based educational systems being used in higher education today. Open to question is the role that traditional methods of instruction play in online learning environments. Can the use of existing instructional methods in online learning environments be easily facilitated using reliable network infrastructures with access provided by computers and accessed by learners from any place, at any time (Thach & Murphy, 1995)? While there is not a large number of studies related to the effectiveness of online learning environments, there are several significant studies that have examined different aspects of online learning environments (Davis, Odell, Abbitt, & Amos, 1999; Hiltz, 1994). These studies have contributed to our understanding of online learning and have identified significant findings such as (a) an overall increase in student participation; (b) an improved ability to apply the material of the course in new contexts and express independent ideas relating to the material; (c) improved access to the professor; (d) an improved ability to make connections between diverse ideas and information; and (e) improved attitudes toward the use of computers. This study contributes to this body of literature by examining the effectiveness of traditional instructional methods used in an online learning environment. Today, technologies like the Internet are being widely used to facilitate instruction through new delivery mechanisms such as Web-based instruction (Khan, 1997), Web-based performance support systems (Dunlap, 1999), and virtual classrooms (Hiltz, 1986, 1994). These online learning environments are providing opportunities for faculty to design, manage, and deliver innovative instruction (Gillette, 1996). What is being questioned is the ability of traditional classroom-based instruction to provide on-demand instruction, robust learning environments, authentic experiences, and just-in-time learning experiences to a population of educators who, because of time or geographic constraints, are unable to attend local colleges and universities (Perkins, 1996; Relan & Gillani, 1997; Romiszowski, 1998). The present study examined the effectiveness of three traditional instructional methods identified by Pregent (1994) that are representative of methods used widely within higher education. The study addressed three questions: (a) are lectures, when presented in an online learning environment, as effective as lectures presented in a traditional classroom environment; (b) is guided instruction, when presented in an online learning environment, as effective as guided instruction presented in a traditional classroom environment; and (c) is collaborative discussion, when carried out in an online learning environment, as effective as collaborative discussion in a traditional classroom environment?</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Smith, S. B., Smith, S. J., \u0026 Boone, R. (2000). 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translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="110302441" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/110302441/Demographics_and_Preparation_Levels_of_K_12_Online_Teachers">Demographics and Preparation Levels of K-12 Online Teachers</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="20679176" href="https://asu.academia.edu/JLarson">Jean Larson</a></div><p class="ds-related-work--metadata ds2-5-body-xs">ProQuest LLC eBooks, 2014</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Demographics and Preparation Levels of K-12 Online Teachers","attachmentId":108161596,"attachmentType":"pdf","work_url":"https://www.academia.edu/110302441/Demographics_and_Preparation_Levels_of_K_12_Online_Teachers","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/110302441/Demographics_and_Preparation_Levels_of_K_12_Online_Teachers"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="4929124" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/4929124/Barbour_M_K_2013_Wayne_State_University_In_K_Kennedy_and_L_Archambault_Eds_Partnering_for_success_A_21st_century_model_for_teacher_preparation_pp_22_25_Vienna_VA_International_Association_for_K_12_Online_Learning">Barbour, M. K. (2013). Wayne State University. In K. Kennedy & L. Archambault (Eds.), Partnering for success: A 21st century model for teacher preparation (pp. 22-25). Vienna, VA: International Association for K-12 Online Learning.</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="171604" href="https://tu-ca.academia.edu/MichaelBarbour">Michael Barbour</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Barbour, M. K. (2013). Wayne State University. In K. Kennedy \u0026 L. Archambault (Eds.), Partnering for success: A 21st century model for teacher preparation (pp. 22-25). Vienna, VA: International Association for K-12 Online Learning.","attachmentId":32189340,"attachmentType":"pdf","work_url":"https://www.academia.edu/4929124/Barbour_M_K_2013_Wayne_State_University_In_K_Kennedy_and_L_Archambault_Eds_Partnering_for_success_A_21st_century_model_for_teacher_preparation_pp_22_25_Vienna_VA_International_Association_for_K_12_Online_Learning","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/4929124/Barbour_M_K_2013_Wayne_State_University_In_K_Kennedy_and_L_Archambault_Eds_Partnering_for_success_A_21st_century_model_for_teacher_preparation_pp_22_25_Vienna_VA_International_Association_for_K_12_Online_Learning"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="3525720" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/3525720/Teacher_Educators_Readiness_Preparation_and_Perceptions_of_Preparing_Preservice_Teachers_in_a_Fully_Online_Environment_An_Exploratory_Study">Teacher Educators' Readiness, Preparation, and Perceptions of Preparing Preservice Teachers in a Fully Online Environment: An Exploratory Study</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="289114" href="https://utas.academia.edu/JillDowning">Jillian Downing</a></div><p class="ds-related-work--abstract ds2-5-body-sm">With a view to attracting more students and offering flexible learning opportunities, online teaching and learning is becoming increasingly widespread across the higher education sector. It is now found across a wide range of disciplines (e.g., business, health, psychology, accounting, information technology) and program levels (e.g., from associate degrees to doctorate degrees). Online delivery is also strongly represented in the teacher education sector at many universities. Research of online delivery in higher education generally and teacher education specifically has pointed to a range of benefits and challenges associated with this mode of learning. Within the teacher education literature, many aspects of the online preparation of teachers remain poorly understood. More specifically, there is scant literature on the experiences and beliefs of teacher educators in relation to their readiness and preparation for online teaching as well as their beliefs in relation to the appropriateness of online education for preservice teachers. This article responds to this gap in the literature and reports on an exploratory study that worked with academic staff, teaching in a fully online teacher education course, at a mid-size Australian university. Twenty-seven teacher educators completed a 34-item questionnaire that consisted of closed and open-ended questions. With regards to readiness and preparation for teaching online, the majority of teacher educators reported lacking confidence and competence in the technological and pedagogical skills required to teach online. By and large, the study participants were welcoming of individualized ‘‘at-elbow’’ support that seemed to abate some of their fears of online teaching. The teacher educators were generally divided on whether the online classroom was an appropriate method for preparing preservice teachers. This article concludes with several recommendations for consideration by teacher educators who work in an online environment and sets the stage for a more ambitious study.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Teacher Educators' Readiness, Preparation, and Perceptions of Preparing Preservice Teachers in a Fully Online Environment: An Exploratory Study","attachmentId":31252814,"attachmentType":"pdf","work_url":"https://www.academia.edu/3525720/Teacher_Educators_Readiness_Preparation_and_Perceptions_of_Preparing_Preservice_Teachers_in_a_Fully_Online_Environment_An_Exploratory_Study","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/3525720/Teacher_Educators_Readiness_Preparation_and_Perceptions_of_Preparing_Preservice_Teachers_in_a_Fully_Online_Environment_An_Exploratory_Study"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="51548443" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/51548443/Making_the_case_for_including_online_teaching_in_best_practices_in_Teacher_Education_Programs">Making the case for including online teaching in best practices in Teacher Education Programs</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="108680585" href="https://boisestate.academia.edu/MarcDeArmond">Marc DeArmond</a></div><p class="ds-related-work--metadata ds2-5-body-xs">AMPS Proceedings 2021: Teaching in a Time of Change, 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">Prior to the COVID-19 pandemic, an estimated 2.7 million K12 students in the United States were enrolled in a virtual school. However, as a result of COVID-19 more than ten times that amount are now completing their education in some type of remote, blended, or online learning format. Teachers, unfortunately, were not trained or prepared to handle this sudden shift. This is in part because few teacher education programs focus on preparing K12 teachers to teach online. The pandemic has illustrated not only the power of online education but also the need for all teachers to be versed in online teaching methods as well for our administrators to be able to continue to lead our schools when they are inaccessible due to unforeseen circumstances. Teacher preparation programs need to immediately begin to model and integrate instructional technologies to effectively teach in remote, blended, and online formats. In this paper, we will describe some of the unique demands of online teaching and ways that teachers’ education programs can begin preparing teachers to be successful as online education continues to become a component of the teaching profession.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Making the case for including online teaching in best practices in Teacher Education Programs","attachmentId":69226656,"attachmentType":"pdf","work_url":"https://www.academia.edu/51548443/Making_the_case_for_including_online_teaching_in_best_practices_in_Teacher_Education_Programs","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/51548443/Making_the_case_for_including_online_teaching_in_best_practices_in_Teacher_Education_Programs"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="80393331" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/80393331/Orienting_Toward_Teacher_Education_for_Online_Environments_for_All_Students">Orienting Toward Teacher Education for Online Environments for All Students</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="260350403" href="https://independent.academia.edu/MaryRice22">Mary Rice</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="9232472" href="https://olemiss.academia.edu/MarkDeschaine">Mark E Deschaine</a></div><p class="ds-related-work--metadata ds2-5-body-xs">The Educational Forum, 2020</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Orienting Toward Teacher Education for Online Environments for All Students","attachmentId":86789948,"attachmentType":"pdf","work_url":"https://www.academia.edu/80393331/Orienting_Toward_Teacher_Education_for_Online_Environments_for_All_Students","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/80393331/Orienting_Toward_Teacher_Education_for_Online_Environments_for_All_Students"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":109985916,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":109985916,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_109985916" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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