Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/12685
Title: Collaborative self-study of online teaching in early childhood teacher education
Contributor(s): Green, Nicole  (author); Wolodko, Brenda  (author); Stewart, Cherry  (author); Edwards, Helen  (author); Brooks, Margaret  (author); Littledyke, Rosalind  (author)
Publication Date: 2013
DOI: 10.1080/1360144X.2012.677747
Handle Link: https://hdl.handle.net/1959.11/12685
Abstract: Six academics at a regional university in Australia engaged in collaborative research examining their teaching and learning practices, their current understandings and beliefs about teacher education pedagogy and, specifically, the online teaching and learning environments. This collegial self-study project was guided by the goal of achieving professional learning through participation and active reflection on pedagogical practices, as well as exploring linkages and continuities between the courses within two nested degree programmes in which the researchers teach. The article focuses on how the faculty implemented the self-study research project and shows how the negotiated transition supported each researcher to engage deeply with socioconstructionist theories within the pedagogy of an online environment.
Publication Type: Journal Article
Source of Publication: International Journal for Academic Development, 18(2), p. 166-177
Publisher: Routledge
Place of Publication: London, United Kingdom
ISSN: 1470-1324
1360-144X
Field of Research (FOR): 130102 Early Childhood Education (excl Maori)
130103 Higher Education
Socio-Economic Outcome Codes: 930203 Teaching and Instruction Technologies
930202 Teacher and Instructor Development
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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