Provocative Pedagogies in e-Learning: Making the Invisible Visible

Autor/in	Sinclair, Anne
Titel	Provocative Pedagogies in e-Learning: Making the Invisible Visible
Quelle	In: International Journal of Teaching and Learning in Higher Education, 21 (2009) 2, S.197-212 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Electronic Learning; Focus Groups; Online Courses; Cognitive Processes; Reflective Teaching; Teaching Methods; Case Studies; Questionnaires; Reflection; Critical Thinking; Models; Cooperation; Communities of Practice; Role Playing; Teaching Experience; Adult Learning + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Cognitive process; Kognitiver Prozess; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Fragebogen; Kritisches Denken; Analogiemodell; Co-operation; Kooperation; Community; Rollenspiel; Adulte education; Adult training; Erwachsenenbildung
Abstract	The purpose of this case study was to explore the experiences of participants (practicing teachers) involved in an online course entitled: "Reflective Practice for Teachers." Using a provocative pedagogy in the course, the teachers were challenged to confront beliefs and assumptions about teaching and learning and become active participants in the process rather than passive observers. The study aimed to generate a greater understanding of the perceived links between the pedagogy of the class and the learning of the teachers. A questionnaire and an online focus group were used to explore and report on teachers' experience of learning about reflection in an online environment. The results indicated that specific pedagogies and being part of a community of learners were most significant in their understanding of self as a reflective practitioner. Some of the guiding research questions were: What learning and thinking processes were associated or attributed to the learning process? What learning and thinking processes were enabled by these experiences of pedagogies? (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10