Little is known about the degree to which teachers are interested in or value online K–12 education. This is an unfortunate gap in the literature, as online education has been and continues to be a swiftly growing component of the K–12 learning community. This exploratory study sought to measure K–12 preservice and inservice teacher concerns about teaching online in order to gain insight about teachers' personal interest in teaching online and what concerns they hold regarding online education. The results indicated via their concerns profile that this group of current and future teachers participants did not value online education and participants were reluctant to pursue online instructional opportunities. Responses to an open-ended question indicated that these respondents require more specific information regarding the differences in online and face-to-face instruction and how to deal with those differences. The results suggest that in order to recruit teachers to meet the needs of the growing community of online K–12 learners, new efforts are needed to address the teachers' needs and concerns. (Keywords: online K–12 education, online teaching, teacher concerns)
No takes yet. Share an insight, caveat, or question.
Rakes et al. (2015) studied this question.
Synapse has enriched one closely related paper. Consider it for comparative context: