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Guided by the steady expansion of online and blended learning and heightened distance-learning awareness during COVID-19, this study reviews the state of distance and online field experiences in these programs. It also examines support pathways for in-service teachers, including graduate certificates, degrees, diplomas, and MOOCs. Replicating a U.S. mixed-method study, findings show only a minority of programs offer online or blended field experiences, constrained by resources, limited knowledge, perceived lack of usefulness, and discouragement from regulatory bodies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/if-you-choose-not-to-decide-a-survey-of-online-field-experiences-for-canadian-teacher-preparation-programs/598438/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/if-you-choose-not-to-decide-a-survey-of-online-field-experiences-for-canadian-teacher-preparation-programs/598438.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What issue does the paper highlight about Canadian teacher education programs and online learning?","Question",{"text":112,"@type":113},"The paper highlights that, despite the growth of online and distance learning in Canada, teacher education programs have not shown enough interest in evolving their field experiences to meet future teacher-candidate needs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the study review besides online and distance field experiences?",{"text":117,"@type":113},"It reviews program offerings that support in-service teachers, including graduate certificate, degree, and diploma programs, as well as MOOCs for free professional development.",{"name":119,"@type":110,"acceptedAnswer":120},"Why do programs change slowly according to the study?",{"text":121,"@type":113},"The study reports slow change due to institutional lack of resources, limited knowledge base, perceived lack of usefulness for teachers’ future careers, and regulatory bodies discouraging online field experiences.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598438,1792273788,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| Volume 50 (1) | Winter / Hiver 2024 |\n| --- | --- |\n\nIf You Choose Not to Decide: A Survey of Online Field Experiences for Canadian Teacher Preparation Programs  \nSi vous choisissez de ne pas prendre de décision : une enquête sur les expériences de terrain en ligne pour les programmes canadiens de préparation à l’enseignement  \nJason P. Siko, Clarkston High School, USA  \nMichael K. Barbour, Touro University California, USA  \nDouglas Archibald, United States Army Directorate of Training and Doctrine, USA Nathaniel Ostashewski, Athabasca University, Canada  \nAbstract  \nDespite the rapid growth in online and distance learning in Canada, there does not appear to be much interest on the part of teacher education programs to evolve to meet the needs of future generations of teacher candidates. While understanding the notion that systemic change in tertiary education takes time, the steady growth of online and blended learning in Canada–and globally– combined with raised awareness of distance learning stoked by the COVID-19 pandemic should make educators and policymakers worry about failing to respond to a rapidly changing educational landscape. This paper highlights the status of distance and online field experiences provided by Canadian teacher education programs. In addition, we review program offerings to support in-service teachers, such as graduate certificate, degree, and diploma programs, as well as MOOCs offering free professional development. This study, a replication of a mixed-method study originally conducted in the United States and published as a technical report by Archibald et al. (2020) 1 , found that a minority of teacher education programs offered online or blended field experiences. Further, we found that programs were slow to change these deficiencies due to institutional lack of resources, limited knowledge base, perceived lack of usefulness for their teachers’ future careers, and regulatory bodies discouraging online field experiences. This study highlights the dramatic need for programming in distance and online education.  \nKeywords: K-12 distance education, pre-service teacher preparation, teacher education  \n1 This article is original, with some exceptions in the “Results” section.  \nCJLT/RCAT Vol. 50 (1)  \nRésumé  \nMalgré la croissance rapide de l’apprentissage en ligne et à distance au Canada, les programmes deformation des enseignants ne semblent pas suivre la tendance, ce qui permettrait de répondre aux besoins des futures générations d’enseignants et d’enseignantes. S’il est vrai que les changements structurels dans l’enseignement supérieur prennent du temps, la croissance constante de l’apprentissage en ligne et mixte au Canada et dans le monde, conjuguée à la prise de conscience de l’importance de l’apprentissage à distancesuscitée par la pandémie de COVID-19, devrait sonner l’alarme auprès des éducateurs et des décideurs relativement au fait qu’ils n’arrivent pas à répondre aux besoins d’un secteur qui évolue rapidement. Cet article fait le point sur les expériences pratiques à distance et en ligne proposées par les programmes canadiens deformation des enseignants. Nous passons en revue les programmes destinés à accompagner les enseignants en exercice, tels que les programmes de certificat, d’études supérieures et menant à un diplôme, ainsi que les MOOC, qui offrent un perfectionnement professionnel gratuit. La présente étude, qui reproduit une étude à méthode mixte menée à l’origine aux États-Unis et publiée sous forme de rapport technique par Archibald et al. (2020), a révélé qu’une minorité de programmes de formation des enseignants offraient des expériences pratiques en ligne ou mixtes. Par ailleurs, nous avons constaté que les programmes ne remédiaient que lentement à ces lacunes en raison d’un manque de ressources institutionnelles, d’une base de connaissances limitée, de la faible utilité que les futurs enseignants et les organismes de réglementation leur accordaient, ce qui décourage les ","cbCaimDGGwHNSTRR","https://ap.wps.com/l/cbCaimDGGwHNSTRR","pdf",373832,"English","# Abstract\n# Résumé\n# Introduction","[{\"question\":\"What issue does the paper highlight about Canadian teacher education programs and online learning?\",\"answer\":\"The paper highlights that, despite the growth of online and distance learning in Canada, teacher education programs have not shown enough interest in evolving their field experiences to meet future teacher-candidate needs.\"},{\"question\":\"What does the study review besides online and distance field experiences?\",\"answer\":\"It reviews program offerings that support in-service teachers, including graduate certificate, degree, and diploma programs, as well as MOOCs for free professional development.\"},{\"question\":\"Why do programs change slowly according to the study?\",\"answer\":\"The study reports slow change due to institutional lack of resources, limited knowledge base, perceived lack of usefulness for teachers’ future careers, and regulatory bodies discouraging online field experiences.\"}]","If You Choose Not to Decide - A Survey of Online Field Experiences for Canadian Teacher Preparation Programs | PDF",1792086931]