Transforming online teaching practice: critical analysis of the literature on the roles and competencies of online teachers

被引:214
作者
Baran, Evrim [1 ]
Correia, Ana-Paula [2 ]
Thompson, Ann [2 ]
机构
[1] Univ British Columbia, Dept Curriculum & Pedag, Vancouver, BC V5Z 1M9, Canada
[2] Iowa State Univ, Ames, IA USA
关键词
online teaching; transformative learning theory; online teacher roles; competencies; PEDAGOGICAL CONTENT KNOWLEDGE;
D O I
10.1080/01587919.2011.610293
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Understanding what is lacking in the online teaching literature is critical to helping researchers and practitioners develop programs and support mechanisms for online teachers in higher education. This review formulates a critique of the standards-and competency-driven vision of online teaching from the perspective of transformative learning theory, in order to offer an alternative exploration of the professional development of online teachers as adult learners. The results indicate that while research about online teacher roles and competencies guides the development of teacher preparation and training programs, it lacks in terms of addressing the issues of empowerment of online teachers, promoting critical reflection, and integrating technology into pedagogical inquiry. An alternative perspective is suggested that considers teachers as adult learners who continuously transform their meaning of structures related to online teaching through a continuous process of critical reflection and action.
引用
收藏
页码:421 / 439
页数:19
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