Pre‐service teachers’ preconceptions, misconceptions, and concerns about virtual schooling

Abstract

Over the last decade, online distance education has become a common mode of study in most states in the USA, where it is known as virtual schooling (VS), but many people have misconceptions about it. Pre‐service teachers’ personal histories as students and their preconceptions, misconceptions, and concerns influence pre‐service teacher training experiences. A qualitative study of an introductory field experience course that included this new mode of schooling for the first time analyzed the personal journals and online discussion responses of 65 pre‐service teachers in the USA. Analysis identified that common misconceptions and concerns included career threat, viability of VS, academic dishonesty, reduced interaction, teacher feedback, and lack of rigor. The curriculum innovations in this innovative teacher preparation program were shown to address these misconceptions and concerns and facilitate understanding and acceptance of VS as an alternative form of education by many of these pre‐service teachers.

Keywords:

• virtual schooling
• teacher education
• conceptual change

Acknowledgements

This study was partly developed under a grant from the Fund for the Improvement of Post Secondary Education, US Department of Education. However, the findings do not necessarily represent the policy of the Department of Education, and no one should assume endorsement by the Federal Government. The support from all participating organizations, particularly the Iowa State University Center for Technology in Learning and Teaching, is acknowledged. Additionally, we would like to express our appreciation to Gail Wortmann, our wonderful virtual cooperating teacher, as well as Ann Thompson, Gayle Huey, and Jason Follett for their dedication in helping us with this research. The Iowa State University Department of Curriculum and Instruction also supported this research with a PhD fee scholarship.