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Bien dans sa peau? An investigation into the role of professional learning in the formation of online teaching identities of part time academics

Baxter, Jacqueline-Aundree (2010). Bien dans sa peau? An investigation into the role of professional learning in the formation of online teaching identities of part time academics. In: Academic Identities for the 21st Century, 16 -18 Jun 2010, University of Strathclyde.

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Abstract

The advent of the 2005 HEFCE strategy for e-learning the role of new technologies in Higher education has continued to gain pace, playing a key part in the vision of global individual, organisational and community education. A principal element within the practical articulation of the strategy has been the importance of equipping a 'growing army' (Bryson 2002), of part time teaching academics with the knowledge and skills that they need to manipulate the online tools; to develop new pedagogies and find new ways of feeling effective within their role; to feel like creative 'bricoleurs' (Turkle 1995),happy to experiment and pedagogically innovate rather than to feel victims of technological determinism , constrained by the perceived imposition of new technologies to the detriment of their professional identities and academic autonomy. This two-year qualitative study investigated the role of professional learning in the formation of online teaching identities. The results revealed key areas of professional learning and also yielded insights into development opportunities which the individuals themselves felt would be instrumental in enhancing their confidence, skills and knowledge in online teaching and learning.

Item Type: Conference Item
Copyright Holders: 2010 University of Strathclyde
Extra Information: Based on Ed.D thesis
Keywords: academic identities; professional learning; identity; academic development; online identities
Academic Unit/Department: Social Sciences > Social Policy and Criminology
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Item ID: 26313
Depositing User: Jacqueline Baxter
Date Deposited: 14 Jan 2011 16:48
Last Modified: 25 Oct 2012 20:22
URI: http://oro.open.ac.uk/id/eprint/26313
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