Unwin, Adam; (2014) Developing new teacher inquiry and criticality: the role of online discussions. British Journal of Educational Technology

Text (BJET Submission June 2014 for Pure v1) BJET_Submission_June_2014_for_Pure_v1.docx - Accepted Version Download (46kB)

Abstract

This work concerns the professional development of UK teachers in their first year of teaching. It is interested in how the online discussions these teachers undertook as part of the Master of Teaching (MTeach) contributed to this development process. The teachers worked in online tutor groups made up of teachers from different schools, phases (primary and secondary) and subjects. The data used was, their accounts of participating in the online discussions written towards the end of this first year of teaching and interviews with a selection of these teachers at a later stage in their career. It appeared that the learning gains of the ODs were enabled and fostered by writing for an audience of peers about their professional practice. These new teachers developed an inquiry centred collegiality, reflexivity and a critical engagement with wider and longer term educational perspectives. The research establishes that the gains from the online discussions were the result of careful pedagogic design at many levels. By foregrounding the situated experiences and interests of the teachers it allowed a ‘way in’ for them to start to understand the complexities, dilemmas and strategies within their own and others professional practice.

Download activity - last month

Export as XMLJSONCSV

Download activity - last 12 months

Export as JSONXMLCSV

Downloads by country - last 12 months

Export as XMLJSONCSV

Archive Staff Only

View Item