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Arranging and Rearranging Practice in Digital Spaces: Professional Learning amongst Teacher Educators

Arranging and Rearranging Practice in Digital Spaces: Professional Learning amongst Teacher Educators
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Author(s): Laurette S. M. Bristol (Catholic College of Mandeville, Jamaica) and Merilyn Childs (Macquarie University, Australia)
Copyright: 2017
Pages: 19
Source title: Handbook of Research on Building, Growing, and Sustaining Quality E-Learning Programs
Source Author(s)/Editor(s): Kaye Shelton (Lamar University, USA) and Karen Pedersen (Online Learning Consortium, USA)
DOI: 10.4018/978-1-5225-0877-9.ch010

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Abstract

The study that formed the basis of this chapter aimed to understand the practices mediating the quality of an online learning program from the perspective of educators in transition from face-to-face to online learning and teaching. A narrative community of enquiry was established for the period of the study, and seven academics from a single institution volunteered to participate in a six-month conversation about the sites for practice, challenges and curriculum decisions made while teaching online. A “practice architectures” perspective was adopted. The study found that “designing and redesigning” was not limited as supposed to a single transformation from face-to-face teaching to an online learning space. Rather, it was an ongoing professional practice, regardless of how novice or experienced and “tech savvy” the academic. The digital space is rapidly evolving, as are the professional learning demands of teacher educators. “Ambitious teacher practices” are permanently required.

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