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Shifting Mindsets Within: Self-Study of Professional Learning
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Author(s): Brenda Wolodko (University of New England, Australia), Cherry Stewart (University of New England, Australia), Nicole Green (University of Southern Queensland, Australia), Helen Edwards (University of New England, Australia), Margaret Brooks (University of New England, Australia)and Roz Littledyke (University of New England, Australia)
Copyright: 2013
Pages: 11
Source title:
Global Challenges and Perspectives in Blended and Distance Learning
Source Author(s)/Editor(s): J. Willems (Monash University, Australia), B. Tynan (University of Southern Queensland, Australia)and R. James (University of New England, Australia)
DOI: 10.4018/978-1-4666-3978-2.ch015
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Abstract
In an educational environment focused on providing flexible learning options to diverse student groups—rural and remote, cross-cultural, mature-aged, and second-chance learners—there need to be effective capacity building strategies for the professionals who provide these educational services. People do not resist change; they resist being changed. This chapter describes the capacity building of early childhood educators redesigning curriculum for distance learning. They engaged in self-study using metaphor as a research strategy to investigate their own adaptive practices. The creation of a professional learning community was made possible by supporting personal mastery and reflecting on the shared vision. The process of focusing meta-cognition on one’s own values and beliefs brought about a change in attitudes and perspectives relating to what could be achieved in an online learning environment. This chapter describes the research strategies and outcomes of an academic self-study professional development project. In addition, the authors suggest broader application of metaphor analysis as an elucidating strategy for capacity building.
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