TDNet Discover

This qualitative document analysis study investigated the congruence between teacher preparation programs at three Montana institutions and employer expectations about virtual teaching competencies. This study defined virtual teaching abilities as the integration of technological, pedagogical, and content knowledge essential for effective instruction in digital learning environments. It examined university catalogs, employment advertisements, and course syllabi from the Rocky Mountain College, Montana State University, and the University of Montana, to identify themes related to online teaching preparation. Human capital theory explains the connection between labor market demands and educational investments, while the technological pedagogical content knowledge (TPACK) framework explains how pedagogy, technology, and content knowledge are integrated in teacher preparation programs and provides the theoretical foundation for this study. Online education is crucial for educational equity in the rural setting of Montana. This study provided insight into how teacher preparation programs prepare candidates for success in virtual classrooms and meet employers' expectations. The data collection process entailed the systematic analysis of publicly available documents. Results showed that teacher preparation program documents focused on pedagogical knowledge and classroom-based practices in contrast to skills associated with online teaching, the use of digital tools, and building student engagement in virtual learning environments. The research addressed a critical gap in the comprehension of how traditional teacher preparation programs prepare educators for virtual environments, particularly in the rural context of Montana.