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The Road Less TravelledWhere Could Alternate Pathways Take Teacher Candidates?
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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 multiyear, on-campus training. This research examined the effectiveness of alternative online teacher preparation models. Ohio’s Intensive Pedagogical Training Institute (IPTI) and Alternative Resident Educator Institute (AREI), both launched in 2007, along with 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 CBU’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. (Power et al., forthcoming, p. 1)
Research Problem
In 2023, Cape Breton University (CBU) and the Province of Nova Scotia announced a new accelerated online Bachelor of Education program (Cape Breton University, 2023a; Pottie, 2023). The aim of this intensive program is to help alleviate the province's current classroom teacher shortages. The introduction of this alternative pathway at CBU mirrors the rationale for the introduction of the Intensive Pedagogical Training Institute (IPTI) and the Alternative Resident Educator Institute (AREI) initiatives at Ohio State University (OSU) (Ohio State University, n.d.) in the United States in 2007, when OSU received a grant from the US Department of Education’s Transition to Teaching Program to “recruit, train, and retain nontraditional teachers, as well as to expand nontraditional pathways to teaching in high-need and hard to staff school systems” (Ohio State University, 2007).
The underlying question explored by this research is one of how alternative pathways to teacher preparation would impact the readiness of candidates to take on roles as teachers in K12 schools. This research examines the impacts of the use of alternative pathways to teacher-preparation on the experiences of teacher candidates, as well as on the perceived needs of the local regulatory agencies that oversee teacher training programs. This includes exploring the accessibility, equity and seamlessness of the learning experiences, through the lenses of UDL (CAST, 2022a, b) and the Seamless Learning Education Design (SLED) framework (Hambrock et al., 2020, 2022). It also examines the impacts of the alternative pathway formats on the performances of candidates in achieving core program learning outcomes and on meeting local teacher supply demands. Finally, it examines the impacts of the alternative pathway formats on graduating candidates’ perceptions of self-efficacy as teaching professionals (Tschannen-Moran & Woolfolk Hoy, 2001a, b). The foundations of this research are highlighted in the Conceptual Framework presented in Figure 1.
Conceptual Framework
Figure 1: Conceptual Framework for the Alternative Pathways Research Project
Research Questions
1. What is the impact of using alternative pathways to certification on the competency of new teacher candidates?
- Is there an impact on academic performance during teacher preparation training?
- Is there an impact on teacher candidates' perceptions of self-efficacy?
Significance of the Research
This research assessed the effectiveness of alternative teacher preparation pathways in addressing the demand for qualified K-12 teachers. It aimed to determine whether these programs can produce competent graduates and meet the needs of candidates unable to pursue traditional, residency-based programs.
Results and Publications
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Conference Presentations
Power, R., Gimbert, B., Cristol, D., & Hambrock. H. (2025, June 2). The Road Less Travelled: Designing and Alternative Teacher Certification Program. Presentation at the 2025 CNIE|RCIE Annual Conference, 02 June 2025, George Brown College, Toronto, Canada.
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Research Papers
Power, R., Gimbert, B., Cristol, D., & Hambrock. H. (forthcoming). The Road Less Travelled: Alternative Pathways for Teacher Candidates.
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Conclusions and Recommendations
Excerpt from Conclusions
(Power et al., forthcoming, p. 17)
This research examined the impact of alternative pathway programs on teacher candidates’ academic and professional competence compared to peers in comparable online and residency-based cohorts. Internal quality assurance data showed no significant performance differences between candidates in CBU’s online cohorts—including the COVID-era and the 8-month accelerated program—and those in its 15-month residency program. An external review of the 8-month pilot echoed these findings, confirming that the alternative model met the same curricular and credit-hour certification standards as regional counterparts. The review praised the program as a replicable model for addressing teacher shortages in Canada and internationally. Participants in the accelerated program reported high satisfaction and comparable professional self-efficacy to residency-based peers. They also valued the flexibility to continue working while earning full credentials more quickly. Findings suggest that CBU’s online accelerated program successfully fulfills its mandate to certify competent teachers from underserved candidate pools. The primary concern relates to participants’ lower self-reported efficacy in student engagement. Further research is needed to determine whether this is linked to program structure, prior classroom experience, or transitional teaching status.
Recommendations |
The researchers also recommend: |
Research Team
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Dr. Rob Power
Associate Professor, Education, Cape Breton University, Canada Dr. Rob Power is currently an Associate Professor of Education at Cape Breton University. He has an extensive background in educational technology integration and instructional design for online and blended learning in K12, post-secondary, and workplace training contexts. Dr. Power has worked as an instructional design consultant and as the Leader of the Online Learning team with the Fraser Health Authority in British Columbia, Canada. He has also served in leadership roles with the International Association for Mobile Learning (IAmLearn) and the Canadian Network for Innovation in Education (CNIE). Dr. Power is also a founding member of the Pedagogy, Education and Technology Lab (PETL) and the International Research Network for Innovative Sustainable and Seamless Learning (IRN-ISSE), and president of Power Learning Solutions. |
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Dr. Belinda Gimbert
Associate Professor, Education, Ohio State University, USA Belinda Gimbert, PhD, is an associate professor, Educational Administration, Department of Educational Studies, The Ohio State University. Her research addresses strategic management of human resources in chronically, low performing and hard to staff urban and rural school systems. Gimbert teaches course related to strategic management of human capital/talent management, introduction to educational administration, and K-12 supervision. She taught mathematics and computing science for fifteen years in secondary schools (Grades 7-12) in rural New South Wales, Australia and administered in Human Resources and Staff Development with Newport News Public Schools, VA. Dr. Gimbert led Project KNOTtT (2007-2013) that hired and retained about 560 new teachers. She was the principal investigator for Mobilizing National Educator Talent (2011-2017), a partnership of colleges/universities and school districts in 12 states, The District of Columbia and Puerto Rico that transitioned 1,656 teachers to full state certification, while addressing the national issue of teacher quality. Currently, Dr. Gimbert is the project director/PI for two national project, Educators and Families for English Language Learners (2017-2022) and Helping English Learners and Partners Excel with Research-based Practices and Support (2021-2026) that partner with public and charter schools in The District of Columbia, Columbus City Schools (OH), NOBLE Academy (OH), the Harris County Department of Education (TX), and University of Puerto Rico, Mayaguez and is sponsored by U.S. ED’s Office of English Language Acquisition. |
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Dr. Dean Cristol
Associate Professor, Education, Ohio State University, USA Dr. Dean Cristol is an Associate Professor of Education. He is a Member of the Executive Committee for the International Association for Mobile Learning and an Associate Editor for the Theory Into Practice Journal. His recent publications include “What it means to be a citizen in the internet age: Development of a reliable and valid digital citizenship scale”, Computers and Education (2017); “Evaluate and Optimize Learning Professional Development”, International Review of Research in Open and Distributed Learning (2016). “Mobile technology in K-12 environments”, Chapter in Handbook of Mobile Teaching and Learning, (Springer 2015); “Academic Achievement in BYOD Classrooms”, Journal of Applied Learning Technology, (2014). |
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Dr. Helga Hambrock
Adjunct Professor, Education/Senior Instructional Designer, Concordia University Chicago, USA Dr. Helga Hambrock is an Adjunct Professor of Educational Technology and Instructional Design for Masters and PhD students. She also works as a Senior Instructional Designer at the Concordia University in Chicago. She serves as chair for PhD committees as well as reviewer and external examiner for international universities. Her passion lies in the improvement of education by utilizing technologies and methodologies, with a specific focus on mobile and seamless learning. During the year of completing her PhD studies in South Africa in 2016, on the use of smartphones by students in and out of class, she moved to the USA and settled in Chicago. Over the past years her interest in global collaboration has grown to address common challenges and to find common solutions in the field of education. She joined the International Association for Mobile learning (IAmLearn) in 2016 and was on the EXCO as member at large for two years and as Vice President from 2018 to 2020. Dr. Hambrock initiated the first Global Research Project for IAmLearn in 2018 and subsequently the first book was published in 2020. Over the past years, she presented papers at numerous conferences, lead conference workshops and published articles and book chapters. She also received several invitations to present at international conferences as keynote speaker. A book published by IGI where she contributed a chapter, was selected as part of a collection for eLearning resources for all USA schools. She received a Global Outreach Award for initiating Micro-learning training for Early Childhood Centre caregivers in Southern Africa in 2019. Her latest project is leading the publication of this e-book with researchers from 12 countries. Besides her passion to contribute to the improvement of education for the greater good she also enjoys spending time traveling and visiting her children and recent grandchild in South Africa and Ethiopia. |
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Kotsopoulos, D. (2024, August 7). External Review of Accelerated 8-Month Bachelor of Education. [Report]. School of Education and Health, Cape Breton University.
Kozma, R. (1994a). Will media influence learning? Reframing the debate. Educational Technology Research and Development, 42(2), 7‐19.
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Benton-Borghi, B. (2006). Teaching every student in the 21st century: Teacher efficacy and technology (Doctoral dissertation, Ohio State University). http://www.pucrs.br/famat/viali/tic_literatura/teses/BentonBorghi%20Beatrice%20Hope.pdf
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Clark, R.E. (1994a). Media will never influence learning. Educational Technology Research and Development, 42(2), 21-30.
Clark, R.E. (1994b). Media and method. Educational Technology Research and Development, 42(3), 7-10.
Crawley, K. (2019, August 28). Making the Most of External Reviews. Inside Higher Education. https://www.insidehighered.com/advice/2019/08/29/ensuring-external-review-your-area-has-positive-impact-opinion
De Villiers, F & Hambrock, H. (2023). Proposing a Seamless Learning Experience Design (SLED) Framework Based on International Perspectives of Educators from Five Higher Education Institutions. The Electronic Journal of e-Learning (EJEL), 21(1), 52-68. https://doi.org/10.34190/ejel.21.1.2497
Fittes, E. (2024, October 24). Student Engagement in Learning Is Low. A Survey Offers Clues on How to Bring Them Back. EdWeek. https://marketbrief.edweek.org/meeting-district-needs/student-engagement-in-learning-is-low-a-survey-offers-clues-on-how-to-bring-them-back/2024/10
Government of Canada (n.d.). Universal Design for Learning (UDL). https://a11y.canada.ca/en/universal-design-for-learning-udl/
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Graham, L., White, S., Cologan, K., & Pianta, R. (2020). Do teachers’ years of experience make a difference in the quality of teaching? Teaching and Teacher Education, 96(2020), 103190. https://doi.org/10.1016/j.tate.2020.103190
Hambrock, H., de Villiers, F., Rusman, E., MacCallum, K., and Arrifin, S. A., (2020). Seamless Learning in Higher Education: Perspectives of International Educators on its Curriculum and Implementation Potential (Rob Power, Editor). [eBook]. International Association for Mobile Learning. ISBN: 978-1-7751408-1-8. https://seamlesslearning.pressbooks.com/
Hambrock, H., de Villiers, F., Power, R., Koole, M., Ahmed, M., Ellis, W., Abd Karim, R., Kurubacak, G., El-Hussein, M., Ossiannilsson, E., Sharma, R., José Sousa, M., & Wollin, U. (2022). Seamless Learning in Higher Education 2: Comparisons from International Educators of Changes During a Global Pandemic (H. Hambrock, F. de Villiers, R. Power, and M. Koole, Eds). International Association for Mobile Learning and Power Learning Solutions. ISBN 978-1-9993825-6-8. https://pressbooks.pub/seamlesslearning2/
Hyrynowski, Z., (2024, August 21). K-12 Schools Struggle to Engage Gen Z Students. Gallup. https://news.gallup.com/poll/648896/schools-struggle-engage-gen-students.aspx
Israel, M., Ribuffo, C., & Smith, S. (2014). Universal Design for Learning: Recommendations for teacher preparation and professional development (Document No. IC-7). [PDF file]. University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center. https://ceedar.education.ufl.edu/wp-content/uploads/2014/08/IC-7_FINAL_08-27-14.pdf
Knapp, L., Glennie, E., & Charles, K. (2016). Leveraging Data for Student Success: Improving Education Through Data-Driven Decisions. RTI International. https://doi.org/10.3768/rtipress.2016.bk.0018.1609
Koehler, J. (2023, December 8). Intrinsic Motivation in Online Learning. Psychology Today. https://www.psychologytoday.com/ca/blog/beyond-school-walls/202312/intrinsic-motivation-in-online-learning
Kotsopoulos, D. (2024, August 7). External Review of Accelerated 8-Month Bachelor of Education. [Report]. School of Education and Health, Cape Breton University.
Kozma, R. (1994a). Will media influence learning? Reframing the debate. Educational Technology Research and Development, 42(2), 7‐19.
Kozma, R. (1994b). A reply: media and methods. (1994). Educational Technology Research and Development, 42(3), 11-14.
Manni, B. (2025, February 17). Revisiting The K-12 Student Engagement Cliff. Forbes. https://www.forbes.com/sites/brunomanno/2025/02/17/revisiting-the-student-engagement-cliff/
Maritime Provinces Higher Education Commission (n.d.). Province-Specific Services: Nova Scotia. https://www.mphec.ca/provinceservices/novascotia.aspx
Microsoft (2025). Microsoft Forms. https://www.microsoft.com/en-ca/microsoft-365/online-surveys-polls-quizzes
Ohio State Board of Education (n.d.). Education Licensure. https://sboe.ohio.gov/educator-licensure
Power, R. (2015). A framework for promoting teacher self-efficacy with mobile reusable learning objects (Doctoral dissertation, Athabasca University). DOI: 10.13140/RG.2.1.1160.4889. https://dt.athabascau.ca/jspui/handle/10791/63
Power, R. (2024). Evaluating Graduate Education Students’ Self-Efficacy with the Use of Artificial Intelligence Agents. Journal of Educational Informatics, 5(1), 3-19. https://journalofeducationalinformatics.ca/index.php/JEI/article/view/269
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