Being and Becoming Online Teachers: A Collaborative Autobiographical Narrative Inquiry

Autor/inn/en	Cardinal, Trudy; Kim, Mijung; Pegg, Jerine; Branch-Mueller, Jennifer
Titel	Being and Becoming Online Teachers: A Collaborative Autobiographical Narrative Inquiry
Quelle	In: Brock Education: A Journal of Educational Research and Practice, 30 (2021) 1, S.30-50 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1183-1189
Schlagwörter	Teaching Methods; Online Courses; Teacher Characteristics; Professional Identity; Teacher Attitudes; Autobiographies; Teaching Experience; American Indians; Immigrants; Foreign Countries; College Faculty; Photography; Science Teachers; Laptop Computers; Electronic Mail; Web Sites; Scoring Rubrics; Teacher Student Relationship; Distance Education; Communities of Practice; Canada + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Lehrerverhalten; Autobiography; Autobiografie; Autobiographie; American Indian; Indianer; Immigrant; Immigrantin; Immigranten; Ausland; Fakultät; Fotografie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Laptop computer; Laptop; Computer; Digitalrechner; Elektronischer Briefkasten; Web-Design; Scoring formulas; Auswertungsbogen; Teacher student relationships; Lehrer-Schüler-Beziehung; Distance study; Distance learning; Fernunterricht; Community; Kanada
Abstract	In this paper, we retell the process of our collaborative autobiographical narrative inquiry into our experiences of teaching online. Our research wonders come from two questions: What is online teaching? Who are we in this space? Early in our time together we came to understand how our individual backgrounds, experiences, and perspectives have influenced the ways we see, create, and navigate our place, and our students' place, in online classroom communities. We also came to understand how our diverse identities--the stories to live by that we each carry of becoming "teacher"--shaped the ways we live and experience online teaching. From this collaborative experience we see the potential and value of autobiographical narrative inquiry for all those being and becoming online teachers. (As Provided).
Anmerkungen	Brock University Faculty of Education. 500 Glenridge Avenue, Saint Catharines, ON, L2S 3A1 Canada. Tel: 905-688-5550 ext. 3733; e-mail: brocked@brocku.ca; Web site: http://brocked.ed.brocku.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01