Exploring the Changing Nature of Teachers' Pedagogic Identities during the Delivery of Online Literacy Teaching

Autor/inn/en	Brosseuk, Deb; Downes, Lynn
Titel	Exploring the Changing Nature of Teachers' Pedagogic Identities during the Delivery of Online Literacy Teaching
Quelle	In: Australian Journal of Teacher Education, 47 (2022) 2, S.29-43, Artikel 3 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Professional Identity; Online Courses; Literacy Education; Correlation; Case Studies; Elementary School Teachers; Preschool Teachers; Teacher Attitudes; Teacher Characteristics; Teaching Methods; Beginning Teachers; Educational Change; Pandemics; COVID-19; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Korrelation; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Junior teacher; Junglehrer; Bildungsreform; Ausland; Australien
Abstract	This paper explores the interconnectedness between Australian teachers' literacy practices and their pedagogic identity during the global pandemic. In doing so, the paper presents pedagogic identity as a dynamic, ever-evolving construct involving teachers and their teaching environment. Findings are reported from a case study of early years and primary teachers. Semi-structured interviews were conducted to collect qualitative data. From teachers' self-reported teaching experiences, we identify three orientations to pedagogic identity: The Driver; The Collaborator; and The Apprentice. Drawing on analytic work, the paper finds that the online delivery of literacy teaching brought opportunities for teachers to shift between pedagogic identities, allowing for rich pedagogic variation, and in consequence, demonstrate the pluralistic nature of pedagogic identity. This paper is of benefit to teachers, specifically beginning teachers as well as early career teachers, to help them better understand the changing nature of, and influences on, their pedagogic identity. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01