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Framing teacher educator engagement in an online environment


Dyment, J and Downing, J and Budd, Y, Framing teacher educator engagement in an online environment, Australian Journal of Teacher Education, 38, (1) Article 9. ISSN 0313-5373 (2013) [Refereed Article]


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Copyright 2013 The Authors

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DOI: doi:10.14221/ajte.2013v38n1.6


In this conceptual paper, we draw upon Pittaway’s (2012) Engagement Framework, using it as a lens through which to examine the personal, professional, academic, intellectual and social dimensions of teacher educators’ engagement within an online teaching environment. We reflect on findings from our pilot study (Author 2 & Author 1, 2013) and draw on key literatures in the fields of higher education, teacher education and online teaching to explore the various dimensions of the Engagement Framework, particularly as they relate to teacher educators’ engagement. We offer recommendations for teacher educators to consider as they contemplate the move to online preparation of pre-service teachers. Our paper concludes with the recognition that for teacher educators to feel engaged in the online learning environment, they must be confident that it offers an engaging and effective form of learning for pre-service teachers. This paper will help teacher educators to better understand how to engage with the growing phenomenon of online preparation of pre-service teachers.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Education systems
Research Field:Education systems not elsewhere classified
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Teaching and instruction technologies
UTAS Author:Dyment, J (Associate Professor Janet Dyment)
UTAS Author:Downing, J (Dr Jillian Downing)
UTAS Author:Budd, Y (Dr Yoshi Budd)
ID Code:85264
Year Published:2013
Deposited By:Curriculum and Academic Development
Deposited On:2013-06-21
Last Modified:2017-11-21
Downloads:326 View Download Statistics

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