Full text not available from this repository.

Abstract

This paper presents a systematic review of the literature on online initial teacher education. This review is timely given the growing numbers of online students studying teacher education in Australia and beyond. The paper begins with a presentation of the search protocol including search terms, databases, and inclusion/exclusion criteria that resulted in 492 refereed articles being included in the review. Analysis of title and abstract of these articles allowed insight into a variety of factors and trends, including journal of publication, year of publication, research approach, and key focal areas. Two well-established research focal areas emerged: technological pedagogical innovations and student experiences of studying teacher education online. Two emerging research focal areas were teacher educator experiences of teaching online and online teacher education in traditionally experiential specialisations, such as drama and outdoor education. When all the articles are considered holistically, a fragmented and siloed research approach is revealed, evidenced by a large number of journals publishing articles on multiple focal areas, leading to considerable repetition among the evidences presented across the articles. As such, this paper highlights the need for a more coherent and organised approach to research in online teacher education and its dissemination to all stakeholders.

Item Type:	Article
Authors/Creators:	Dyment, JE and Downing, JJ
Keywords:	online education, teacher education, systematic review
Journal or Publication Title:	Asia - Pacific Journal of Teacher Education
Publisher:	Routledge
ISSN:	1469-2945
DOI / ID Number:	https://doi.org/10.1080/1359866X.2019.1631254
Copyright Information:	Copyright 2019 Australian Teacher Education Association
Related URLs:	Google Scholar: Dyment, JE UTAS Profile: Dyment, JE Google Scholar: Downing, JJ UTAS Profile: Downing, JJ
Item Statistics:	View statistics for this item

Actions (login required)

Item Control Page