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How instructors develop their beliefs, knowledge, and practice as they teach online professional development (OPD) courses.

机译：讲师在教授在线专业发展（OPD）课程时如何发展自己的信念，知识和实践。

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摘要

This study investigated how three instructors developed their professional learning of beliefs, knowledge, and practice by examining their professional learning processes using constructive, social constructive, and transformative theoretical perspectives on learning. It also focused on their challenges and supports in developing their professional learning. This case study selected three instructors who are teaching online professional development courses at a Mid-western university, by using purposeful and convenience sampling strategies. Data included pre- and post interviews, three written reflections, and online instruction observations. The findings show that the three instructors developed their beliefs, knowledge, and practice about online teaching by using their own professional learning opportunities, such as reflecting on their online teaching and learning experiences, discussing with experienced instructors and their colleagues, doing self-study, and participating in workshops and seminars. The three instructors solidified their beliefs by implementing their values in effective online instruction, building up their pedagogical, content, and technological knowledge, and challenging and transforming their practices. The study also shows that the three instructors experienced challenges in developing their beliefs, knowledge, and practice because of external and internal barriers. Regarding the external barriers, the three instructors wanted online teaching preparation (training or taking online classes), ongoing support (providing online or face-to-face professional development opportunities), having discussion opportunities (with mentors and with colleagues or experienced instructors), access to resources and self-paced learning opportunities, and department support (reducing time or technology support). Regarding the internal barriers, the three instructors showed that they needed to change their negative thoughts or concerns about teaching online; they needed to transition to online culture (emphasizing email communication, asynchronous/synchronous discussion, online etiquette, and collaboration and social interaction); and they needed to have flexible and adaptable attitudes about their teaching. The implications for practice and research of online professional development are discussed.
机译：这项研究调查了三位讲师如何通过使用建构性，社会建构性和变革性学习理论观点来检查他们的专业学习过程，从而发展了他们对信念，知识和实践的专业学习。它还关注他们在发展专业学习中所面临的挑战和支持。本案例研究选择了三位在中西部大学教授在线专业发展课程的讲师，他们采用了有目的且方便的抽样策略。数据包括面试前后，三个书面思考和在线指导意见。调查结果表明，这三名教师通过利用自己的专业学习机会发展了关于在线教学的信念，知识和实践，例如反思他们的在线教学和学习经验，与经验丰富的教练及其同事进行讨论，进行自学，并参加工作坊和研讨会。三位讲师通过在有效的在线指导中贯彻其价值观，建立其教学法，内容和技术知识以及挑战和转变其实践，巩固了自己的信念。该研究还表明，由于外部和内部的障碍，三位教师在发展自己的信念，知识和实践方面遇到了挑战。关于外部障碍，三位讲师希望进行在线教学准备（培训或参加在线课程），持续的支持（提供在线或面对面的专业发展机会），进行讨论的机会（与导师，与同事或有经验的讲师），获得资源和自定进度的学习机会，以及部门支持（减少时间或技术支持）。关于内部障碍，三位教师表明他们需要改变对在线教学的消极想法或担忧。他们需要过渡到在线文化（强调电子邮件通信，异步/同步讨论，在线礼仪以及协作和社交互动）；并且他们需要对自己的教学有灵活和适应性强的态度。讨论了对在线专业发展的实践和研究的意义。

著录项

  • 作者

    Kang, Jung Jin.;

  • 作者单位

    Michigan State University.;

  • 授予单位 Michigan State University.;
  • 学科 Education Teacher Training.;Education Adult and Continuing.;Education Technology of.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 225 p.
  • 总页数 225
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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