The Road Less Travelled: Alternative Pathways for Teacher Candidates.
Saved in:
| Title: | The Road Less Travelled: Alternative Pathways for Teacher Candidates. |
|---|---|
| Alternate Title: | Une voie moins fréquentée : parcours alternatifs vers la profession enseignante. |
| Authors: | Power, Rob1, Gimbert, Belinda2, Cristol, Dean3, Hambrock, Helga4,5 |
| Source: | International Journal of E-Learning & Distance Education. 2025, Vol. 40 Issue 2, p1-41. 41p. |
| Subject Terms: | *Online education, *Educational equalization, *Teacher education, *Universities & colleges, *Educational programs, *Bachelor's degree, Participation |
| Geographic Terms: | Canada |
| Abstract (English): | Teacher preparation in Canada and the United States has traditionally relied on residency-based degree programs which often exclude candidates who are unable to leave their communities or jobs for multi-year, on-campus training. This research examined the effectiveness of an alternative online teacher preparation model. Cape Breton University's accelerated online Bachelor of Education program, launched in 2024, expanded access for underserved candidates. Quality assurance metrics indicated that the online format and accelerated pace of Cape Breton University's program did not negatively impact the academic or professional success of its graduates compared to those from traditional programs. The findings underscore that online pathways are equally effective and promote greater equity and access in the teaching profession. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | La formation des enseignants au Canada et aux États-Unis repose traditionnellement sur des programmes diplômants en présentiel, de type résidentiel, qui excluent souvent les candidats dans l'impossibilité de quitter leur communauté ou leur emploi pour suivre une formation universitaire sur campus sur plusieurs années. Cette recherche examine l'efficacité d'un modèle alternatif de formation des enseignants entièrement en ligne. Le programme accéléré de baccalauréat en éducation en ligne de la Cape Breton University, lancé en 2024, a permis d'élargir l'accès à la formation pour des candidats issus de publics sous-desservis. Les indicateurs d'assurance qualité montrent que le format en ligne et le rythme accéléré du programme de la Cape Breton University n'ont pas eu d'incidence négative sur la réussite académique ou professionnelle de ses diplômés, comparativement à ceux issus de programmes traditionnels. Les résultats soulignent que les parcours de formation en ligne sont tout aussi efficaces et contribuent à promouvoir une plus grande équité et un meilleur accès à la profession enseignante. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of E-Learning & Distance Education is the property of Canadian Network for Innovation in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 193788981 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: The Road Less Travelled: Alternative Pathways for Teacher Candidates. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Une voie moins fréquentée : parcours alternatifs vers la profession enseignante. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Power%2C+Rob%22">Power, Rob</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Gimbert%2C+Belinda%22">Gimbert, Belinda</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Cristol%2C+Dean%22">Cristol, Dean</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Hambrock%2C+Helga%22">Hambrock, Helga</searchLink><relatesTo>4,5</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+E-Learning+%26+Distance+Education%22">International Journal of E-Learning & Distance Education</searchLink>. 2025, Vol. 40 Issue 2, p1-41. 41p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+programs%22">Educational programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Bachelor's+degree%22">Bachelor's degree</searchLink><br /><searchLink fieldCode="DE" term="%22Participation%22">Participation</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: Teacher preparation in Canada and the United States has traditionally relied on residency-based degree programs which often exclude candidates who are unable to leave their communities or jobs for multi-year, on-campus training. This research examined the effectiveness of an alternative online teacher preparation model. Cape Breton University's accelerated online Bachelor of Education program, launched in 2024, expanded access for underserved candidates. Quality assurance metrics indicated that the online format and accelerated pace of Cape Breton University's program did not negatively impact the academic or professional success of its graduates compared to those from traditional programs. The findings underscore that online pathways are equally effective and promote greater equity and access in the teaching profession. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (French) Group: Ab Data: La formation des enseignants au Canada et aux États-Unis repose traditionnellement sur des programmes diplômants en présentiel, de type résidentiel, qui excluent souvent les candidats dans l'impossibilité de quitter leur communauté ou leur emploi pour suivre une formation universitaire sur campus sur plusieurs années. Cette recherche examine l'efficacité d'un modèle alternatif de formation des enseignants entièrement en ligne. Le programme accéléré de baccalauréat en éducation en ligne de la Cape Breton University, lancé en 2024, a permis d'élargir l'accès à la formation pour des candidats issus de publics sous-desservis. Les indicateurs d'assurance qualité montrent que le format en ligne et le rythme accéléré du programme de la Cape Breton University n'ont pas eu d'incidence négative sur la réussite académique ou professionnelle de ses diplômés, comparativement à ceux issus de programmes traditionnels. Les résultats soulignent que les parcours de formation en ligne sont tout aussi efficaces et contribuent à promouvoir une plus grande équité et un meilleur accès à la profession enseignante. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of E-Learning & Distance Education is the property of Canadian Network for Innovation in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193788981 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.55667/10.55667/ijede.2025.v40.i2.1384 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 41 StartPage: 1 Subjects: – SubjectFull: Online education Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Universities & colleges Type: general – SubjectFull: Educational programs Type: general – SubjectFull: Bachelor's degree Type: general – SubjectFull: Participation Type: general – SubjectFull: Canada Type: general Titles: – TitleFull: The Road Less Travelled: Alternative Pathways for Teacher Candidates. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Power, Rob – PersonEntity: Name: NameFull: Gimbert, Belinda – PersonEntity: Name: NameFull: Cristol, Dean – PersonEntity: Name: NameFull: Hambrock, Helga IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 22928588 Numbering: – Type: volume Value: 40 – Type: issue Value: 2 Titles: – TitleFull: International Journal of E-Learning & Distance Education Type: main |
| ResultId | 1 |
