Teacher Education in Online Classrooms: An Inquiry into Instructors' Lived Experiences

Autor/inn/en	Kraglund-Gauthier, Wendy L.; Chareka, Ottilia; Orr, Anne Murray; Foran, Andrew
Titel	Teacher Education in Online Classrooms: An Inquiry into Instructors' Lived Experiences
Quelle	In: Canadian Journal for the Scholarship of Teaching and Learning, 1 (2010) 2, Artikel 4 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-2902
Schlagwörter	Inquiry; Online Courses; Classroom Techniques; Classroom Environment; Teacher Attitudes; Teaching Experience; Electronic Learning; Instructional Design; Teaching Methods; Teacher Education; Virtual Classrooms; Technological Advancement; Educational Practices; Educational Change; Educational Development; Phenomenology; Change Strategies; College Faculty; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Klassenführung; Klassenklima; Unterrichtsklima; Lehrerverhalten; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Technological development; Technologische Entwicklung; Bildungspraxis; Bildungsreform; Bildungsentwicklung; Phenomenological psychology; Phänomenologie; Psychologie; Lösungsstrategie; Fakultät; Ausland; Kanada
Abstract	Across Canada and around the world, online technologies are becoming widely used and accepted as effective modes of learning. This essay traces the initial forays into teaching online classes by three Faculty of Education professors at one small Canadian university and an instructional designer/teacher who joined part-way through the research journey. Included are our understandings of how our teaching practices evolved amidst initial uncertainties and expanding abilities, our renewed awareness of the importance of collegial support and encouragement, and the implications for future online teaching experiences. Our essay provides an intimate window into our online teaching journeys and captures specific moments we experienced at various stages in the development of our e-instructional practices. The account of our processes of becoming online teacher educators is supported by an interweaving of historical and current literature on pedagogy and e-learning, and serves to address the dearth of research into the processes educators undergo when engaged in online teaching. (As Provided).
Anmerkungen	University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01