Seeking Pedagogical Equilibrium While Teaching Synchronous Online Classes: A Collaborative Self-Study

Autor/inn/en	Frambaugh-Kritzer, Charlotte; Stolle, Elizabeth Petroelje
Titel	Seeking Pedagogical Equilibrium While Teaching Synchronous Online Classes: A Collaborative Self-Study
Quelle	In: Action in Teacher Education, 41 (2019) 4, S.307-324 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2019.1635922
Schlagwörter	Online Courses; Teacher Educators; Synchronous Communication; Literacy Education; Educational Technology; Technology Uses in Education; Teacher Collaboration; Teaching Methods; Feedback (Response); Interpersonal Relationship; Attitudes; Program Effectiveness; Barriers; Graduate Study; Learner Engagement; Self Evaluation (Individuals); Elementary School Teachers; Secondary School Teachers; Teacher Role; Student Role + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerkooperation; Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Attitude; Einstellung; Verhalten; Aufbaustudium; Graduiertenstudium; Hauptstudium; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerrolle
Abstract	This collaborative self-study examines two-teacher educators' journey when they transferred their face-to-face curriculum into their synchronized online literacy classes using the same web-based tool, yet at different universities while teaching different classes. They explored the dual cognitive processes of subconscious engagement with self-conscious observation by noting how they fully engaged--forgetting the virtual space and technology, while seeking pedagogical equilibrium as they managed problematic situations with which they were confronted. In this, they noted the places they consciously watched, which led to them to experience pedagogical discontentment. Data sources included: (a) class session transcripts, (b) class observations (c) artifacts, and (d) researcher journals. Framed by the perspectives of cognitive constructivism, engagement, and multiple realities, the authors employed multiple qualitative analysis tools to analyze the data, identifying three findings of nuanced tensions in: (a) feedback, (b) relationships, and (c) attitude. In unpacking the nuances, the authors assert course content and technology did not bring about engagement. Rather, it was the pedagogy they applied, which made synchronous pedagogy comparable to the pedagogy of their face-to-face classrooms. As synchronous online education flourishes internationally, these findings showed it is important to accept the nuanced tensions to reach pedagogical equilibrium. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01