Dialogic understanding of teachers' online transformative learning: A qualitative case study of teacher discussions in a graduate-level online course

被引：29
|
作者：
Lee, Kyungmee [1 ]
Brett, Clare [1 ]
机构：
[1] Univ Toronto, OISE, Toronto, ON, Canada
来源：
TEACHING AND TEACHER EDUCATION | 2015年 / 46卷
关键词：
Teacher professional development; Transformative learning; Community of practice; Online course design; Dialogue; Teacher-to-teacher discussion; PEDAGOGICAL CONTENT KNOWLEDGE; PROFESSIONAL-DEVELOPMENT; TECHNOLOGY; EDUCATION; BAKHTIN; LESSON;
D O I：
10.1016/j.tate.2014.11.001
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Teachers are expected to implement new educational technologies and adapt to new teaching environments. However, it involves a complex learning process that can lead to their perspective transformation. We have developed and taught a discussion-based online course to facilitate teachers' transformative learning. This qualitative case study examines teachers' perspective transformation in our course to understand the nature of effective online teacher-to-teacher discussions. Based on a theoretical framework that integrates Mezirow's transformative learning model and Bakhtin's dialogism, this paper builds on previous literature on teacher-to-teacher discussions as well as providing a fresh perspective to inform the current globalized teacher education context. (C) 2014 Elsevier Ltd. All rights reserved.
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页码：72 / 83
页数：12
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