Reushle, Shirley (2008) A practitioner's journey exploring transformative approaches to the professional development of online educators. International Journal of Pedagogies and Learning, 4 (2). pp. 15-28.
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[Abstract]: In this study, the principles of transformative learning theory, a subset of constructivism within adult education, were applied to the design of professional development experiences for educators in online settings. This study of transformation focused on change existing in two forms: the transforming of perspective (how people view the world and their work); and the transforming of action (how this translates to their practice). Using an action research framework, I investigated how best to prepare tertiary educators to teach (and learn) in online environments. Located at an Australian regional university, I collaborated with teachers from a polytechnic in Singapore to build the professional capacity of the group in online learning and teaching. The challenge for a collaborative practitioner planning and conducting research that enabled informed decisions to be made about action and practice was balanced by the opportunity to trace transformative learning processes through the highly visible online environment. In this paper, I employ the notion of learning as a journey to describe, reflect upon and interrogate my doctoral research design.
|Item Type:||Article (Commonwealth Reporting Category C)|
|Additional Information:||Author retains copyright.|
|Uncontrolled Keywords:||transformative learning, professional development, online educators|
|Fields of Research (FOR2008):||13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators|
13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
13 Education > 1301 Education Systems > 130103 Higher Education
|Socio-Economic Objective (SEO2008):||UNSPECIFIED|
|Deposited On:||12 Jun 2008 09:31|
|Last Modified:||09 Dec 2011 16:35|
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