Recognising the importance of identity in the development of academics' pedagogical beliefs and web-enhanced teaching practices.

ID: 21563 Type: Full Paper
  1. Michael Henderson, Monash University, Australia
  2. Scott Bradey, James Cook University, Australia

Friday, March 7 9:45 AM-10:15 AM Location: Royale 7

Presider: Ann Creighton-Zollar, Virginia Commonwealth University, United States

Abstract: This paper draws on the construct of identity, grounded in the situated learning theory of community of practice, to better understand the connection between academic teachers’ pedagogical beliefs and their practices in web-enhanced teaching. It is our contention that lecturers’ pedagogical beliefs and practices are intimately connected to their continually negotiated identities as members of multiple communities of practice. Data is drawn from a longitudinal study of professional degree academics and utilises a lens of identity to explain how those academics’ pedagogical beliefs and practices in utilising web-enhanced technologies are shaped. A key finding in this research is that the teaching academics’ pedagogy was influenced by a process of identity conflict as educators and professional practitioners.

Topic

Conference attendees are able to comment on papers, view the full text and slides, and attend live presentations. If you are an attendee, please login to get full access.
x