The Road Less Travelled: Alternative Pathways for Teacher Candidates
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| Title: | The Road Less Travelled: Alternative Pathways for Teacher Candidates |
|---|---|
| Language: | English |
| Authors: | Rob Power, Belinda Gimbert, Dean Cristol, Helga Hambrock |
| Source: | International Journal of E-Learning & Distance Education. 2025 40(2). |
| Availability: | Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: journalofde@gmail.com; Web site: http://www.ijede.ca/index.php/jde |
| Peer Reviewed: | Y |
| Page Count: | 41 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Self Concept Measures, Self Efficacy, Preservice Teachers, Alternative Teacher Certification, Teacher Education Programs, Acceleration (Education), Electronic Learning, Virtual Classrooms, Distance Education, Access to Education, Employment Opportunities, Adults, Student Motivation, Outcomes of Education, Underserved Students |
| Geographic Terms: | Canada, Ohio |
| Assessment and Survey Identifiers: | Teachers Sense of Efficacy Scale |
| ISSN: | 2292-8588 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494280 |
| Database: | ERIC |
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