Teacher educators' professional identity under construction: The transition from teaching face-to-face to a blended curriculum

Jonker, Herma; März, Virginie; Voogt, Joke

doi:10.1016/j.tate.2017.12.016

Cited by 51 publications

(42 citation statements)

References 23 publications

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“…It is also important for front-line teachers to document, reflect on and share their experiences of transition from classroom teaching to distance teaching (Adnan, 2018;Jonker, März & Voogt, 2018;Shelley, Murphy & White, 2013). For Chinese language teachers experiencing emergency teaching, the functionality of the technology used for emergency online teaching activities can affect the roles and engagement in the learning process.…”

Section: Teachersmentioning

confidence: 99%

Constructing an Emergency Chinese Curriculum during the Pandemic: A New Zealand Experience

2020

International Journal of Chinese Language Teaching

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This paper provides details of an emergency Chinese curriculum enacted as a response to the multilevel challenges for a campus-based Chinese language course due to the outbreak of the Covid-19 pandemic. Framed against this background, the study presents and reflects on the factors influencing curriculum decisions during emergency remote teaching. The data reported in this study are based on two ad hoc surveys with students and reflections undertaken between one course director and five teachers in a large-scale beginning Chinese language course in a New Zealand university. Based on students' and teachers' lived experience and perspectives, the study captures the complexities of how the pandemic crisis has reshaped the course in the Western higher education context. The study first discusses the influences from the contextual factors including social, technological, financial and organisational, and then demonstrates how the course experienced unprecedented changes to its curriculum delivery, pedagogy and assessment. Factors influencing students' and teachers' participation in the emergency remote course are also discussed. The paper ends by suggesting using the emergency teaching experience as an opportunity for advancing theory and practice in future Chinese teaching and research after the pandemic.

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Section: Teachersmentioning

confidence: 99%

Constructing an Emergency Chinese Curriculum during the Pandemic: A New Zealand Experience

2020

International Journal of Chinese Language Teaching

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“…Teachers' discourse in the online professional learning community The teacher training mode has experienced several development stages, from the face-to-face training, the workplace-based training, to the current web-based training (Jonker, März, & Voogt, 2018). The development of information technology has provided many kinds of convenient ways for teachers to participate in online training.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis

Zhang¹,

Liu²,

Cai³

2019

Brit J Educational Tech

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The contextual influences on technological pedagogical content knowledge (TPACK) enactment and the method of TPACK assessment remain to be important research topics. Discourse data of 81 teachers in an online professional learning community were collected and analyzed based on the framework of TPACK. Frequency distribution and time series characteristics of teachers’ knowledge domains were analyzed. In addition, epistemic network analysis was used to compare the epistemic network characteristics of teachers in the higher‐score and the lower‐score groups, different age groups, and post and reply groups. Results showed that teachers’ knowledge domains enacted in the context of online discourse were mainly pedagogical content knowledge and general pedagogical knowledge. The teachers in the higher‐score group had a rich, organized and flexible knowledge structure of TPACK. Younger teachers had more connections between pedagogical knowledge and pedagogical content knowledge, while senior teachers had more connections between technological knowledge and pedagogical knowledge. The teachers in the reply group had more connections among the different categories of knowledge as compared to the post group. Finally, implications, limitations and future research were discussed.

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“…Other studies have examined how teacher educators enacted their roles differently within a school-based development project (Postholm 2019) and their collective professional agency and identity within an identity coaching programme (Hökkä, Vahasantanen, and Mahlakaarto 2017). Recent research has also focused on their professional roles (Meeus, Cools, and Placklé 2018; Bouckaert and Kools 2018; Yamin-Ali 2018), on their professional learning, development and change (Brody and Hadar 2018;Czerniawski et al 2018), on their conceptualisation of the teaching/learning process (Kosnik et al 2018;Cao et al 2018), and on their identities and the integration of technology (Jonker, Marz, and Voogt 2018;Uerz, Volman, and Kral 2018). This literature emphasises the tensions teacher educators encounter in their work, in some cases related to a mismatch between their own expectations and the expectations of their institutions as well as the need to better align their professional development with their needs and career stages including both formal and informal learning contexts.…”

Section: Introductionmentioning

confidence: 99%

The Janus faced teacher educator

Smith

Flores

2019

European Journal of Teacher Education

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This paper focuses on the Janus face-teacher educator and researcher. Drawing on existing international literature, our aim is to position ourselves in the discussion relating to our own and other research. In this paper we limit ourselves to discuss two main components, namely teaching and research in relation to which teacher educators seem to experience a rather strong tension. We maintain that the quality of teaching does not become inferior to research and publishing in teacher education. This necessitates that sufficient resources are provided for assuring the quality of teaching and for research; subsequently the two activities are complementary and not contradictory to each other. Our claim is that teacher educators in most settings are Janus-faced due to the competing demands of excellence in both research and teaching. However, we strongly believe that the two main responsibilities of teacher educators which form the Janus face, can melt into each other in the face of a researching teacher educator.

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Teacher educators' professional identity under construction: The transition from teaching face-to-face to a blended curriculum

Cited by 51 publications

References 23 publications

Constructing an Emergency Chinese Curriculum during the Pandemic: A New Zealand Experience

Constructing an Emergency Chinese Curriculum during the Pandemic: A New Zealand Experience

Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis

The Janus faced teacher educator

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