Teacher Education in Online Classrooms: An Inquiry into Instructors’ Lived Experiences

Kraglund-Gauthier, Wendy L.; Chareka, Ottilia; Orr, Anne Murray; Foran, Andrew

doi:10.5206/cjsotl-rcacea.2010.2.4

Cited by 11 publications

(4 citation statements)

References 6 publications

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“…As mentioned above, what we found lacking in the research on the impact of the COVID‐19 pandemic on education was a deep inquiry into the pandemic's impacts on Chinese complementary schools from teachers' perspectives. In addition, despite teaching in the same complementary school, we had different experiences as we navigated and negotiated our respective online teaching spaces (Kraglund‐Gauthier et al, 2010). This recognition, along with our search for deeper understanding, called us to engage in a collaborative autobiographical narrative inquiry process.…”

Section: Methodsmentioning

confidence: 99%

Towards a critical translanguaging biliteracy pedagogy: the ‘aha moment’ stories of two Mandarin Chinese teachers in Canada

Jin

Liu

2023

Literacy

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Learning Mandarin Chinese as a heritage or additional language at Chinese complementary schools has long been a tradition for many Asian Canadians. However, research that looks at teachers' experiences and perceptions in Canadian settings, especially the power dynamics embedded in biliteracy development at complementary schools, is scant. Moreover, the COVID-19 pandemic brought challenges and opportunities to Chinese complementary schools. In this paper, we, as two Mandarin teachers and literacy researchers, used collaborative autobiographical narrative inquiry to tell our stories to unfold (1) how power dynamics regarding biliteracy/multiliteracy were enacted and reflected in a Chinese complementary school during the pandemic and (2) our re-understanding of Mandarin teaching and learning from critical literacy and translanguaging perspectives. Although the pandemic is over, racial discrimination and social inequity continue to remain in our lives. By analysing our teaching moments and reflections, we hope this study could provide some insights into how critical literacy and translanguaging can be integrated into language and literacy education in multilingual and multimodal settings in the pandemic and post-pandemic contexts.

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Section: Methodsmentioning

confidence: 99%

Towards a critical translanguaging biliteracy pedagogy: the ‘aha moment’ stories of two Mandarin Chinese teachers in Canada

Jin

Liu

2023

Literacy

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“…Recent research stresses the need for more stringent protocols to ensure standards from the accreditation body, program level, and college level align. As teacher preparation programs feel the pressure to place more courses and programs online, curriculum drift is happening at a higher rate due to lack of coherent programming and oversight in departments and colleges (Kraglund-Gauthier, Chareka, Orr, & Foran, 2010;Moore, Sener, & Fetzner, 2009). Additionally, there is literature suggesting that "widespread production models" used in online course development often do not use a collaborative approach (Oblinger & Hawkins, 2006).…”

Section: Is Each Course Coherent Leading To a Coherent Program?mentioning

confidence: 99%

Studying cultural relevance in online courses: A thematic inquiry

Adams¹,

Rodriguez²,

Zimmer³

2019

OLJ

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This study investigated if culturally relevant pedagogy was embedded into online reading courses at the undergraduate and graduate level in at a southeastern university college of education. The goals of the study were: to highlight the importance of a fully developed syllabus for adjunct and part-time faculty who rely heavily on the syllabus; to emphasize the importance of syllabi for curriculum and course integrity when programs move to fully online; to investigate whether the cultural relevance emphasized at the program level was evident in the syllabi. The findings indicate that alignment between assessment and objectives and a detailed syllabus in online courses are critical in creating culturally relevant online courses. This study is important to the field in several ways. First, colleges of education may benefit from the findings on explicit instructions in shared syllabi and in alignment in programs and courses. Additionally, including democratic classrooms and ensuring depth of knowledge in reading programs is important in program evaluation.

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“…These supports help to overcome attitudinal barriers toward online teaching, and provide the skills and knowledge required to enable stronger pedagogical and technological course design. Empowering faculty to make the leap to online design and delivery is a complex endeavour, requiring focused interventions that mitigate instructors' concerns and enable a shift from faculty teaching to student learning (Allen, 2017;Barker, 2003;Brown, 2016;Giovanni & Tesone, 2004;Kraglund-Gauthier, Chareka, Orr, & Foran, 2010;Riches & Benson, 2011).…”

Section: This Study Examined the Experiences Of Three New Online Instmentioning

confidence: 99%

Multidisciplinary Team-based Model for Faculty Supports in Online Learning

Dalton¹,

Thornton²,

Dinsmore³

et al. 2019

CELT

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This study examined the experiences of three new online instructors supported by a multidisciplinary, team-based model of course development and how their experiences may transform their knowledge of teaching and learning. In-depth, individual interviews with instructors during the course development process provided insights into participants’ perspectives. Analysis reveals faculty reflected positively on the overall development process and that they intend to incorporate new understandings in future course design, suggesting that the model provides a solid foundation for online course development and faculty support. Based on a cross-case analysis using Cranton’s (2002) adaptations to transformative learning theory, findings indicated the importance of critical reflection and discourse during the course development process. Lastly, the need for development teams to acknowledge time-management concerns and to consider instructors as novice learners is recognized as an essential requirement to online course development. La présente étude se penche sur l’expérience de trois nouveaux instructeurs en ligne utilisant un modèle d’élaboration de cours multidisciplinaire fondé sur le travail d’équipe. Nous nous demandons comment cette expérience est susceptible de transformer leur connaissance de l’enseignement et de l’apprentissage. Des entrevues individuelles approfondies avec les instructeurs pendant l’élaboration des cours nous ont permis d’observer le point de vue des participants. Selon notre analyse, les enseignants ont formulé des réflexions positives au sujet du processus d’élaboration dans son ensemble. Ils ont dit vouloir incorporer leurs nouvelles connaissances dans la conception de leurs cours à l’avenir, ce qui suggère que le modèle constitue une assise solide pour l’élaboration de cours en ligne et pour le soutien des enseignants. Fondés sur une analyse transversale faisant usage des adaptations de Cranton (2002) aux théories de l’apprentissage transformationnel, nos résultats mettent en relief l’importance de la réflexion critique et du discours dans le processus d’élaboration des cours. Enfin, nous prenons acte du fait que l’équipe d’élaboration des cours doit prendre en compte les préoccupations en matière de gestion du temps et doit considérer les instructeurs comme des apprenants débutants. Ce sont là des exigences essentielles pour l’élaboration de cours en ligne.

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Teacher Education in Online Classrooms: An Inquiry into Instructors’ Lived Experiences

Cited by 11 publications

References 6 publications

Towards a critical translanguaging biliteracy pedagogy: the ‘aha moment’ stories of two Mandarin Chinese teachers in Canada

Towards a critical translanguaging biliteracy pedagogy: the ‘aha moment’ stories of two Mandarin Chinese teachers in Canada

Studying cultural relevance in online courses: A thematic inquiry

Multidisciplinary Team-based Model for Faculty Supports in Online Learning

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