Perceptions of K-12 Online Teaching Endorsement Program Effectiveness in Georgia - A Case Study

Oct 15, 2026

Uploaded by dabgoudw

This qualitative case study examines professional educators’ beliefs and perceptions of K-12 online teaching endorsement (OTE) practices in Georgia. Data were gathered through six one-on-one semi-structured interviews and alignment with Georgia OTE Program standards (505-3-.95) from the Georgia Professional Standards Commission. Findings indicate concerns about insufficient customized virtual instructor training, misconceptions about online instruction and technology knowledge, and imperfections in virtual delivery settings. Results also surface perceived barriers in current Georgia OTE standards affecting preparation and success for virtual instructors.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Abstract

Introduction

Literature Review

PERCEPTIONS OF K-12 ONLINE TEACHING ENDORSEMENT PROGRAM EFFECTIVENESS IN GEORGIA: A CASE STUDY LESLIE POURREAU ANISSA LOKEY-VEGA Kennesaw State University, U.S.A. ABSTRACT This qualitative case study examined professional educators’beliefs and perceptions about K-12 online teaching endorsement (OTE) practices in the State of Georgia. The authors collected data from six one-on-one semi-structured interviews and the Georgia OTE Program standards (505- 3-.95) as set forth by the Georgia Professional Standards Commission. Analysis showed that the issues and concerns participants shared about current K-12 OTE preparation practices reflected real problems and challenges related to a lack of customized virtual instructor training, educator perceptions or misconceptions about online instruction and technology knowledge, and virtual setting imperfections. Findings highlighted issues with current Georgia K-12 OTE standards that teacher educators and virtual education practitioners perceive as training issues and barriers to success for virtual instructors. INTRODUCTION Certification dilemmas exist for today’s K-12 online teaching endorsement candidates as many of them were trained solely as traditional or face-to-face (f2f) instructors, and most states do not require virtual instruction certification. The Council for Accreditation of Education Preparation, known as CAEP, requires teacher preparation programs in Georgia to prepare candidates to show mastery in technology standards; however, this requirement does not aim to specifically prepare or certify K-12 teacher for careers as virtual or online instructors. Literature in the field ofK-12 online learning includes research that has examined teacher demographics and experiences (Archambault & Crippen, 2009), state education agency struggles with regulating the rapid growth of online learning options through for-profit and nonprofit organizations (Natale & Cook, 2012), student expectations for teachers in virtual school environments (Oliver et al., 2009), and how to provide evidence of identifiable learning outcomes as a measure of the effectiveness of technology in schools (Schrumet al., 2007) . Little is known about the characteristics of K-12 online instructors, particularly their professional preparation, the effectiveness of different types of professional development they receive, and how they may or may not differ from teachers in traditional settings. LITERATURE REVIEW Changes in teacher preparation procedures across the United States including the addition of Common Core Standards in the 2000s and a strong entrance by online schooling options in K-12 public education settings have presented new instructional and learning challenges for teachers and students alike. Facing these challenges requires identifying and addressing the new instructional preparation that online teaching endorsement (OTE) candidates need so that they are capable candidates for hire in K-12 virtual settings (Archambault & Crippen, 2009; Bawane & Spector, 2009; Corry & Stella, 2012; Davis & Roblyer, 2005; DiPietro, 2010; Dykman & Davis, 2008; Kennedy, Cavanaugh, & Dawson, 2013; Schrum, Burbank, & Capps, 2007) . Online K-12 education has become a ubiquitous and accepted form of 21st century schooling in many states (Hathaway & Norton, 2012; Jorrín-Abellán & Stake, 2009), but the United States lacks a single, nationalized, top- Educational Planning 2020 7 Vol. 27, No. 2 down educational system with parity across all 50 states for traditional or face-to-face education and online education alike. Numerous studies to date have substantiated the claim that K-12 virtual school enrollment continues to grow across the United States (Ferdig, Cavanaugh, DiPietro, Black, & Dawson, 2009; Larson & Archambault, 2015; Watson, Pape, Murin, Gemin, & Vashaw, 2014) . Many researchers have examined the strengths and weaknesses of professional development endeavors for college and university faculty teach

FAQs

What is the focus of this case study in Georgia?

The study focuses on professional educators’ perceptions and beliefs regarding K-12 online teaching endorsement (OTE) practices in the State of Georgia.

How was the data collected and analyzed?

The authors used six one-on-one semi-structured interviews and considered the Georgia OTE Program standards (505-3-.95) set by the Georgia Professional Standards Commission, then analyzed recurring issues and concerns.

What key problems do participants associate with current K-12 OTE preparation?

Participants highlight issues such as lack of customized virtual instructor training, misconceptions about online instruction and technology knowledge, and imperfections in virtual teaching settings.

Oct 15, 2026

Uploaded by dabgoudw