Distance education and teachers’ practical training: Creating a sense of presence for remote...
-
Upload
maximillian-todd -
Category
Documents
-
view
213 -
download
0
Transcript of Distance education and teachers’ practical training: Creating a sense of presence for remote...
Distance education and teachers’ practical training: Creating a sense of presence for remote supervision
by Matthieu Petit, Ph. D.Université de Sherbrooke
/CATE Working Conference 2013
October 31 – November 2Saskatoon, Saskatchewan
2
Change and progress in Canadian Teacher Education
• #4: What drives change in teacher education, and what factors influence the capacity of teacher education programs to make relevant changes?
4
Technological tools for supervision
• Syncronous or asyncronous videos of intern’s teaching
• Heavy file-sharing (Dropbox, Google Drive, WeTransfer…)
• Videoconference• Electronic forums• Blogs• E-Portfolio• …
As the supervisor wants to « be there » for his interns, he or she tries to createa sense of presence among them.
6
FRAMEWORK FOR DESIGNING ONLINE COURSE WITH A SENSE OF PRESENCE
INSTRUCTOR
DETERMINANTS
OF PRESENCE
1- CONTENT
2- FORMAT
3- STRATEGIES
4- INSTRUCTORROLE
5- TECHNOLOGY
6- SUPPORT
From Lehman et Conceição (2010)
7
Remote supervision of students teachers in a distance education program
Maîtrise qualifianteen enseignement au secondaire :An online master program for teachers who need a «teaching certificate» - 2 practica
- 1st: hybrid supervision- 2nd: remote only
- 7 supervisors since year 1- Interviews with 5 of them
- 135 interns in 2012-2013- Online survey (this fall)
8
Interviews
• Strategies• Constraints• Advantages• Distance/Presence• Evaluation• New technologies• Collegues– Mentors, school principals…
9
Model and Framework for Designing and Researching Online Supervision of Teaching
Routier & Otis-Wilborn (2013)
11
Discussion• With the possibilities of remote monitoring, this part of
distant education requires adjustement in teacher education programs, particularly with regards to the skills supervisors need to acquire.
• In addition, opening the door to hybrid supervision means that even the practica taking place near campus can benefit from a technological update. • Despite some inevitable limits of distant education, does
the future of teacher training implicate an optimization of the hybrid model of supervision?