Blog
About

59
views
0
recommends
+1 Recommend
1 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      S(t)imulating learning: pedagogy, subjectivity and teacher education in online environments

        ,

      London Review of Education

      IOE Press

      ONLINE EDUCATION, TEACHER EDUCATION, HIGHER EDUCATION, SUBJECTIVITY, PEDAGOGY

      Read this article at

      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Australian higher education increasingly relies on flexible modes of delivery as a means of attracting and retaining students in a highly competitive global education market. While education is among those disciplines that have been most actively involved in the shift from face-to-face to online learning and teaching, the transition for many teacher educators is fraught with tensions and contradictions. For some, teaching online is seen as primarily a cost-cutting exercise on the part of universities, and has little to do with improving the quality of student learning. For others, the online environment offers multiple pedagogic possibilities that have yet to be fully explored. Yet others consider online environments as problematic, posing challenges to pedagogic and peer relationships that are generally seen as integral to 'good' teaching. This paper draws on an empirical study of teacher education faculties in five Australian universities, and analyses excerpts from interviews about learning and teaching with teacher educators, educational designers and faculty management. We argue that understanding how teacher educators constitute learner and teacher subjectivities through their beliefs about and approaches to pedagogy is crucial to the future of online tertiary education. In particular, we consider how teacher educators' attitudes toward and approaches to online learning and teaching are predicated on their perceived subject positions as either 'stimulating' or 'simulating' particular kinds of learning interactions.

          Related collections

          Most cited references 17

          • Record: found
          • Abstract: not found
          • Book: not found

          Giving an Account of Oneself

           Judith Butler (2005)
            Bookmark
            • Record: found
            • Abstract: not found
            • Article: not found

            Rethinking academic identities in neo-liberal times

             Suzy Harris (2005)
              Bookmark
              • Record: found
              • Abstract: not found
              • Article: not found

              Forging a Pedagogy of Teacher Education: The challenges of moving from classroom teacher to teacher educator

                Bookmark

                Author and article information

                Journal
                10430
                London Review of Education
                IOE Press
                1474-8460
                01 February 2010
                : 8
                : 1
                : 15-24
                Article
                1474-8460(20100201)8:1L.15;1- s3.phd /ioep/clre/2010/00000008/00000001/art00003
                10.1080/14748460903557613
                Product
                Categories
                Articles

                Comments

                Comment on this article

                London Review of Education
                Volume 8, Issue 1

                Similar content 175

                Cited by 2