Abstract:
Access to the internet has allowed online learning to become widespread. However,
online learning can be met with scepticism and is often seen as second best. This
thesis examines experiences of several beginning teachers who completed their
initial teacher education solely in the online mode. It sought to discover perceptions
of their preparedness to teach in a face-to-face classroom.
The methodological approach was a multiple case study underpinned by a
constructivist paradigm. Nine beginning teachers volunteered to complete two
surveys and seven agreed to be interviewed. Using inductive content analysis, three
overarching themes emerged.
Participants were in general agreement that the content covered in the online course
was comprehensive and had prepared them well to begin teaching, though findings
did indicate that the beginning teachers experienced a theory/practice divide between
what was learnt from the online content and what they experienced in schools during
practicum. Studying online had advantages and challenges, the major advantage
being the flexibility online study affords, and the major challenge coping with the
sense of isolation from peers. The beginning teachers were in a variety of contexts
and received varying induction support. Those receiving little support encountered
difficulties in managing students' behaviour and experienced falling efficacy,
emphasising that effective induction is essential for beginning teachers to thrive and
develop professionally.
The findings from this research identified recommendations to improve the online
initial teacher education learning experience. The links between the online
programme and teaching practicum need strengthening so these parts of the
programme align. Lecturers need to make full use of Web 2.0 tools to develop tasks
that create learning communities and dispel the feeling of isolation. Further research
into the relationship between induction support and efficacy needs to occur to see if
this phenomenon is more widespread.
