Instructors as Course Developers: Learning to Teach, Teaching to Learn, Designing for Praxis-An Autoethnography of an Online Career Employment Instructor

Autor/in	Abath, Diana G.
Titel	Instructors as Course Developers: Learning to Teach, Teaching to Learn, Designing for Praxis-An Autoethnography of an Online Career Employment Instructor
Quelle	(2017), (234 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Union Institute and University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3557-5915-0
Schlagwörter	Hochschulschrift; Dissertation; Online Courses; Curriculum; Social Justice; Global Approach; Career Development; Cultural Pluralism; Cultural Awareness; Instructional Design; Curriculum Development; Educational Technology; Technology Uses in Education; Autobiographies; Ethnography; Professional Development; Teacher Characteristics; Teacher Role; Competence; Student Diversity; College Faculty + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Online course; Online-Kurs; Curricula; Lehrplan; Rahmenplan; Soziale Gerechtigkeit; Globales Denken; Berufsentwicklung; Kulturpluralismus; Cultural identity; Kulturelle Identität; Lesson concept; Lessonplan; Unterrichtsentwurf; Curriculum; Development; Curriculumentwicklung; Entwicklung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Autobiography; Autobiografie; Autobiographie; Ethnografie; Lehrerrolle; Kompetenz; Fakultät
Abstract	This study examined my lived experiences as an online student and subsequent practitioner-instructor of the Global Career Development Facilitator/Instructor (GCDF/I) curricula. Based on teaching the same curriculum in which I was trained, those experiences were used to inform curricular and course revisions of a major gap I perceived in the GCDF practitioner curriculum. There is a lack of direct and deliberate content concerning social justice competencies in current diversity courses and the criteria required to design them. This lack impedes helping new career employment professionals to knowledgably comprehend, address, and advocate issues of their multicultural clientele, especially the effects of intersectionality on many clients' lives. As an aspiring instructional designer, I also analyzed my foundational experiences as a course development student of a one-year online teaching/ID design certificate program. This study design is based in autoethnography. The narratives explore the effect of my personal and professional development and metamorphosis on my teaching, including the conditions that have formed me into the instructor I am today. The goal of the study is to empower GCDFI instructors to employ their voices of wisdom from teaching and learning experiences with GCDF/I curricula. It is my hope that GCDFI instructors become recognized by the industry, professional associations of the field, and their own respective organizations as equally expert and capable contributing curricularists in the course, curriculum, and program development processes for both GCDF practitioner and GCDFI instructor training. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01