Abstract
This case study documents one teacher educator’s successful adaptations of traditional pedagogies in online teaching. Specifically, using data from a graduate online course, it examines the general concern and beliefs that online teaching is an inadequate and inappropriate substitute for the traditional faceto- face instruction in a teacher education course aimed at transformative learning. Both quantitative and qualitative data revealed that online teaching evidenced successful student quality learning and adaptability of traditional pedagogies. It discusses the promises and challenges associated with designing and implementing an online teacher education course.
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