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A Self-Study of the Shifts in Teache...

Lay, Celina Dulude.

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A Self-Study of the Shifts in Teacher Educator Knowledge Resulting from the Move from In-Person to Online Instruction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Self-Study of the Shifts in Teacher Educator Knowledge Resulting from the Move from In-Person to Online Instruction./
作者:	Lay, Celina Dulude.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	163 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-01, Section: A.
Contained By:	Dissertations Abstracts International83-01A.
標題:	Pedagogy. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28538340
ISBN:	9798522939403

A Self-Study of the Shifts in Teacher Educator Knowledge Resulting from the Move from In-Person to Online Instruction.
Lay, Celina Dulude.

A Self-Study of the Shifts in Teacher Educator Knowledge Resulting from the Move from In-Person to Online Instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 163 p.

Source: Dissertations Abstracts International, Volume: 83-01, Section: A.

Thesis (Ph.D.)--Brigham Young University, 2021.

This item must not be sold to any third party vendors.

Given the competing contexts of teacher education, it is important to uncover what teacher educator knowledge concerning curriculum design and development emerges in design, implementation, and instruction during the transition from in-person to online contexts. Yet, there is little research that uncovers teacher educator knowledge in curriculum making generally, and more specifically, how this knowledge is carried forward or changed as teacher educators create and enact online teaching. Because transitions are an important time to uncover tacit and embodied understanding, in this self-study of teacher education practice (S-STEP), I examined my own teacher educator knowledge during planning, teaching, and reflecting as I shifted to teaching online. Seven strands of teacher educator knowledge were represented in analytic narrative vignettes and identified as knowledge of content, fixed and fluid elements of course design, milieu, pedagogical intent, preservice teacher knowledge and belief, the value and fragility of relationships, and theory. Then I examined each of the strands separately as a way to discuss findings more holistically. By shifting the teaching context, I questioned and deepened my knowledge of preparing preservice teachers. Further, the analysis revealed how these seven strands of my teacher educator knowledge were interconnected, made stronger, and interacted differently during the stages of planning, teaching, and reflecting. Such intimate study of my own teacher educator knowledge revealed my obligations, responsibilities, and commitments to preservice teachers and the students they will teach. Studies that examine the shifts in teaching context have the potential to identify and highlight the complexities of teacher educator knowledge, thereby making a useful contribution to the research conversation in teacher education. By recognizing and naming their teacher educator knowledge, teacher educators can sharpen and improve their practice as they design courses, especially including improvements in online teacher education, participate in constructing programs, and defend their programs in accreditation processes.

ISBN: 9798522939403Subjects--Topical Terms:

2122828
Pedagogy.
Subjects--Index Terms:

Preservice teacher education

A Self-Study of the Shifts in Teacher Educator Knowledge Resulting from the Move from In-Person to Online Instruction.
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