MOVING FROM THE CLASSROOM TO THE KEYBOARD: HOW SEVEN TEACHERS CREATED THEIR ONLINE TEACHER IDENTITIES

被引：0

作者：

Richardson, Jennifer ^{[1
]}

Alsup, Janet ^{[1
]}

机构：

[1] Purdue Univ, W Lafayette, IN 47907 USA

来源：

7TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED2013) | 2013年

关键词：

teacher professional identity; online instruction; preparing online teachers;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Teacher identity is defined as a sense of teacher self that results from a productive combination of key personal and professional subjectivities or beliefs [1]. Much research has been done on the development of teacher identity in the K-12 arena, with some on instructors at the college level [5], yet no research to date has looked at how instructors at the college level who are teaching online develop their online instructor identity. The purpose of this interview-based, qualitative study is to understand the experience of first time online instructors and how they develop their online teacher identity. Recommendations are made for effective preparation of online instructors.

引用

页码：533 / 538

页数：6

共 50 条

[31] How inclusive is "inclusive education" in the Ontario elementary classroom?: Teachers talk about addressing diverse gender and sexual identities
Malins, Pamela
TEACHING AND TEACHER EDUCATION, 2016, 54 : 128 - 138
[32] Classroom Disturbances From the Perspective of Teachers and Students - Aggressive and Nonaggressive Disturbances From the Point of View of the Class Teacher, the Subject Teacher, and the Students
Wettstein, Alexander
Ramseier, Erich
Scherzinger, Marion
Gasser, Luciano
ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE, 2016, 48 (04): : 171 - 183
[33] Moving Teachers of Color from the Margin to the Center: Analyzing Teacher Testimonies of Educational Aspiration
Gist C.D.
The Urban Review, 2018, 50 (4) : 517 - 538
[34] How context specific is teachers' analysis of how representations are dealt with in classroom situations? Approaching a context-aware measure for teacher noticing
Friesen, Marita Eva
Kuntze, Sebastian
ZDM-MATHEMATICS EDUCATION, 2021, 53 (01): : 181 - 193
[35] How context specific is teachers’ analysis of how representations are dealt with in classroom situations? Approaching a context-aware measure for teacher noticing
Marita Eva Friesen
Sebastian Kuntze
ZDM – Mathematics Education, 2021, 53 : 181 - 193
[36] How failure shapes teacher identities: Pre-service elementary school and mathematics teachers' narrated possible selves
Lutovac, Sonja
TEACHING AND TEACHER EDUCATION, 2020, 94
[37] SPECIAL ISSUE - FROM THOUGHT TO ACTION - HOW TEACHERS THINK IN THE CLASSROOM - INTRODUCTION
JOYCE, B
EDUCATIONAL RESEARCH QUARTERLY, 1979, 3 (04): : 6 - 9
[38] Examining Teacher Effectiveness Using Classroom Observation Scores: Evidence From the Randomization of Teachers to Students
Garrett, Rachel
Steinberg, Matthew P.
EDUCATIONAL EVALUATION AND POLICY ANALYSIS, 2015, 37 (02) : 224 - 242
[39] Host teachers' evaluations of nonnative-English-speaking teacher trainees - A perspective from the classroom
Nemtchinova, Ekaterina
TESOL QUARTERLY, 2005, 39 (02) : 235 - 261
[40] Initial teacher education and trauma and violence informed care in the classroom: Results from a preliminary online teacher education course
Rodger, Susan
Bird, Richelle
Hibbert, Kathryn
Johnson, Andrew M.
Specht, Jacqueline
Wathen, C. Nadine
PSYCHOLOGY IN THE SCHOOLS, 2020, 57 (12) : 1798 - 1814

← 1 2 3 4 5 →