Unwin, Adam Richard; (2012) The role of online discussion in the context of the Master of Teaching (MTeach). Doctoral thesis (Ed.D), Institute of Education, University of London.

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Abstract

This research concerns the professional development of teachers in their first year of teaching. It seeks to find out more about how online discussions (ODs) undertaken by teachers, as part of the MTeach, contributed to this development process. During the MTeach teachers in this study worked in online tutor groups. These were made up from teachers from different schools, phases (primary and secondary) and subjects. Their accounts of participation in the ODs, written towards the end of the first year of teaching together with interviews conducted with a selection of these teachers at a later stage in their career, formed the data gathered for the research. The research was guided by the main question: how have the ODs facilitated new teacher development within the context of the MTeach? It appeared that the ODs enabled new teachers to participate by writing for an audience of peers, and by providing a sense of community, which through an underlying practitioner focus developed their criticality. These new teachers developed a collegiality, reflexivity and an engagement with wider and longer term perspectives about their professional practice. The research concluded that the gains from the online discussions were the result of careful 'pedagogic design' at several levels. The overarching finding is that by foregrounding the situated experiences and interests of the teachers, a 'way in' is provided for them to understand more fully the complexities, dilemmas and strategies encountered in their own and others' professional practice.

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