Developing and Designing Open Border Teacher Education Programs: Case Studies in Online Higher Education

Luke Duesbery, San Diego State University
Sara Frizelle, University of Washington
Todd Twyman, Pacific University
Jason Naranjo, University of Washington
Karren Timmermans, Pacific University

Abstract

Online classes in teacher education are becoming more common in higher education in the United States as universities realize that the same outcomes can be achieved without requiring preservice and in-service teachers to enter a physical classroom. This provides savings to both the student and university and fosters broader access to higher education and teacher education. In this series of case studies, we highlight both practical and innovative approaches as we analyze and discuss our experiences building and implementing online teacher education programs. We describe three new online programs on the west coast of the United States: a master’s degree in teaching in California, a reading endorsement program in Oregon, and a credential program in special education in Washington State. We discuss the initial program outcomes and the lessons learned to help guide teacher educators, administrators, and researchers in institutes of higher education. We culminate with five general recommendations for those considering program change or creation.

Keywords: 

program development, asynchronous learning, hybrid, open border classrooms, borderless classrooms, international education, higher education, online education, teacher education