Skip to main content

Collaborative self-study of online teaching in early childhood teacher education

Buy Article:

$53.17 plus tax (Refund Policy)


Six academics at a regional university in Australia engaged in collaborative research examining their teaching and learning practices, their current understandings and beliefs about teacher education pedagogy and, specifically, the online teaching and learning environments. This collegial self-study project was guided by the goal of achieving professional learning through participation and active reflection on pedagogical practices, as well as exploring linkages and continuities between the courses within two nested degree programmes in which the researchers teach. The article focuses on how the faculty implemented the self-study research project and shows how the negotiated transition supported each researcher to engage deeply with socioconstructionist theories within the pedagogy of an online environment.

Keywords: distance education; online teaching and learning; professional learning; self-study; socioconstructionism; teacher education

Document Type: Research Article


Affiliations: 1: Faculty of Education, University of Southern Queensland, Toowoomba, Australia 2: School of Education, University of New England, Armidale, Australia

Publication date: June 1, 2013

More about this publication?

Access Key

Free Content
Free content
New Content
New content
Open Access Content
Open access content
Subscribed Content
Subscribed content
Free Trial Content
Free trial content
Cookie Policy
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more