This edited volume explores the emotional work of being an online teacher educator. The chapter authors discuss the intense work involved in planning, teaching, and navigating intuitional contexts in order to build a relationship between online teaching and the Self-Study of Teacher Educator Practice (S-STEP) methodology. Additionally, the authors of the chapters in the book used the S-STEP methodology to move their practices and their teacher-educator identities beyond emergency/crisis uses of online teaching common during campus building closures.
Each chapter offers different ways that S-STEP methodology can be used to sustain oneself as an online teacher educator. Although there are specific strategies and practices, this is not a ‘how-to’ book for online teacher educating—it is an exploration of online teachers and groups of online teachers supporting themselves and each other by studying and learning from their practices.
Table des matières
Part 1.- Chapter 1. Introduction to Crisis Online Teaching (Juanjo Mena).- Chapter 2. The Emotional Work of Prolonged Crisis Online Teaching (Erin Feinauer Whiting).- Chapter. 3 S-STEP Methodology and its Applicability to Study Online (Ramona Maile Cutri & Juanjo Mena).- Chapter. 4 Design-Based Research and S-STEP Methodology—Similarities and Possibilities (Erin Feinauer Whiting & Ramona Maile Cutri).- Part 2. Stories of Practice During a Pandemic and Beyond.- Chapter 5. Author TBD.- Chapter 6. Author TBD.- Chapter 7. Author TBD.- Chapter 8. Author TBD.- Chapter 9. Author TBD.- Part 3 Practical and Theoretical Implications for Online Learning.- Chapter 10. Analysis and Focus Group Transcript (Ramona Maile Cutri, Erin Feinauer Whiting, & Juanjo Mena).
A propos de l’auteur
Mary F. Rice is an Associate Professor of Literacy at the University of New Mexico, Albuquerque, USA. Her research focuses on the relational aspects of designing, delivering, and doing of inclusive and accessible online learning among educators, parents, and students. She has worked with individuals in online learning internationally. She is currently Editor-in-chief of the Journal of Online Learning Research.
Ramona Cutri’s research attends to the complexities of technology integration in higher education. Her work contributes a criticality to research on e Learning and highlights the tensions between the culture of academia and the potential and demands of online teaching. Cutri also explores how technology can facilitate the pedagogical and dispositional goals of critical multicultural teacher education.
Juanjo Mena is an Associate Professor and head of the Department of Education at the University of Salamanca, Spain. His research focuses on Teaching Practice, Teacher Education, Mentoring, and ICT. He is the coordinator of the Research Group INDIE (Interdisciplinary Research Group on Digital Intelligence and Educational Processes) and the National Representative of the International Study Association on Teachers and Teaching (ISATT).
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