An Investigation of Teaching Context Factors Perceived to Affect the Enacted Practice of Online VET Teachers

Autor/in	Cox, Deniese
Titel	An Investigation of Teaching Context Factors Perceived to Affect the Enacted Practice of Online VET Teachers
Quelle	In: Research in Post-Compulsory Education, 26 (2021) 1, S.59-80 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2021.1873408
Schlagwörter	Teaching Conditions; Context Effect; Online Courses; Vocational Education Teachers; Vocational Schools; Public Schools; Teacher Attitudes; Competency Based Education; Class Size; Teaching Load; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Lehrbedingungen; Unterrichtsbedingungen; Online course; Online-Kurs; Ausbilder; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Public school; Öffentliche Schule; Lehrerverhalten; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Klassengröße; Lehrdeputat; Ausland; Australien
Abstract	It has long been understood that a teacher's conception of teaching -- that is, what they believe and know about teaching -- influences their enacted practice. However, it has also been found that enacted practice is affected by teaching context. This small study of online vocational education teachers at a single institution in Australia investigated what factors affect enacted practice in that online teaching context. The study included a quantitative questionnaire of 46 online VET teachers, and qualitative interviews with 11 of those participants. Analysis revealed 13 factors that were indicated as affecting enacted practice in this context. From these findings a conceptual model is advanced whereby two types of teaching context that affect enacted practice are represented. These are (a) the functional teaching context, such as class size and discipline being taught, and (b) the nature and purpose of the education context, such as vocational education. These findings may be of interest to practitioners and to researchers and institutions seeking to support online teachers and leverage the affordances of online teaching contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01