Critical online learning networks of teachers: communality and collegiality as contingent elements

Kelly, Nick and Clara, Marc and Kehrwald, Benjamin A. and Danaher, P. A. ORCID: https://orcid.org/0000-0002-2289-7774 (2020) Critical online learning networks of teachers: communality and collegiality as contingent elements. In: The meaning of criticality in education research: reflecting on critical pedagogy. Palgrave Studies in Education Research Methods (PSERM) (1). Palgrave Macmillan Ltd., Cham, Switzerland, pp. 101-126. ISBN 978-3-030-56008-9


Abstract

This chapter addresses the increasingly well-documented problem of teacher stress and attrition, focusing upon the need for critical conversations about this problem. Our response to this problem centres on online networks of teachers, which have the potential both to (a) counteract the stress experienced by pre-service and early career teachers and to (b) minimise the attrition of early career teachers. The case in favour of online learning networks of teachers focuses on three features of productive learning networks. The first is criticality, which includes critical thinking and combines it with communicative action as part of critical dialogue. Teachers in online learning networks engage in particular kinds of critical dialogue, and in doing so they display professional identities and exercise professional agency. One of the results of this critical dialogue is the development of shared understanding and a form of social cohesion, which manifest as the other two elements, communality and collegiality. Working in combination, these elements can drive innovative learning opportunities for neophyte teachers, while acknowledging the ongoing deprofessionalisation and politicisation of teachers’ work and identities that render a reimagined and reinvigorated criticality ever more timely and urgent.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: No
Item Status: Live Archive
Additional Information: Acknowledgements The authors are grateful to the editors of this volume for being such exemplary facilitators of scholarly writing, and to the two anonymous reviewers of an earlier version of this chapter for enhancing its clarity and coherence.
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 22 Mar 2021 06:11
Last Modified: 08 Apr 2021 05:00
Uncontrolled Keywords: collegiality, communality, criticality, network, teacher
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1301 Education Systems > 130103 Higher Education
Fields of Research (2020): 39 EDUCATION > 3902 Education policy, sociology and philosophy > 390203 Sociology of education
39 EDUCATION > 3903 Education systems > 390303 Higher education
39 EDUCATION > 3904 Specialist studies in education > 390403 Educational administration, management and leadership
Socio-Economic Objectives (2008): C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1601 Learner and learning > 160102 Higher education
16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160303 Teacher and instructor development
Identification Number or DOI: https://doi.org/10.1007/978-3-030-56009-6_5
URI: http://eprints.usq.edu.au/id/eprint/41536

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