This book has come at a pivotal time as many educators have been thrust into online learning often teaching with little guidance and seeking answers to many crucial questions. The authors, editors. and ATE should be lauded for bringing together a collection of informative chapters on online learning with topics including equity, ethics, and culture, as well as feedback, assessment, collaboration, pedagogy, andragogy, and agency. While online teaching and learning is made up of a vast nebulous network of understandings, systems, and processes, this book certainly stands as a broad and comprehensive canvas of information to set people on the right track to preparing future teachers.

Helen Compton, PhD, Associate Professor of Instructional Technology, Old Dominion University, Norfolk, VA; Director of the Virtual Reality Lab; Director of the Technology Enhanced Learning Lab (TELL)

I have been preparing new teachers to teach in online environments for years without the excellent guidance and structure this book provides. By combining realistic scenarios with current research, the authors clearly guide the reader through not only the ‘why’ of online teaching but the ‘how.’ Current references, broad resources, and thoughtful reflection questions in each chapter will make this a great tool for instructors new to online teaching.

Michael McVey, Eastern Michigan University, EdD, Professor, Teacher Education, Eastern Michigan University

As a new online teacher, this book has helped me identify best practices in building an online experience for all learners. The material in this book provides an organized and thorough guide to becoming an effective online facilitator. A variety of relevant topics are covered, and an abundance of new ideas are provided to use in an online classroom setting.

Dominique O'Shea, Ninth Grade Remote Online Science Teacher, Pace High School; Santa Rosa County, FL

This text serves as an excellent resource for teaching and learning online in recognition of the growing needs and demands of teacher educators. Advancing learners’ awareness, application, and agency through research-based practices for digital spaces is a major strength presented throughout the book – but the authors’ care and discernment in understanding the complexities presented in virtual environments and the intentionality taken for addressing teacher educators is what makes this text different from any other resource. This book serves as an excellent bridge for increasing understandings about the possibilities and opportunities in online learning, but also recognizes potential pitfalls to consider, all in all a great tool for teacher educators!

Lakia M. Scott, PhD, Assistant Professor of Urban/Multicultural Education and Literacy, Baylor University, Waco, TX

Online Teaching and Learning for Teacher Educators fills a critical gap in the research base by focusing on the needs of teacher educators and teacher candidates in ultimate service to K-12 students. Framed by opening vignettes and closing reflection questions, the text centers the identities of teacher educators, teacher candidates, and K-12 learners in a triadic relationship bonded by the evolving interplay of pedagogy and online learning spaces. Teacher candidates are firmly positioned in the text as adult learners with unique strengths and needs promoting a growth mindset to the teacher educators who support them. The text challenges teacher educators to re-envision online learning as providing opportunity for complex and critical thinking supported by engaged and interactive learning communities.

Donna Wake, Professor, Teacher Education, University of Central Arkansas, Conway, AR, Apple Distinguished Educator