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Dialogic understanding of teachers' online transformative learning: A qualitative case study of teacher discussions in a graduate-level online course |
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| Institution: | 1. Department of Pathology, School of Medical Sciences, The University of New South Wales, Sydney NSW 2052, Australia;2. Royal College of Pathologists of Australasia, Surry Hills 2010, Australia;3. Department of Anatomical Pathology, Prince of Wales Hospital, Randwick 2031, Australia;1. Department of Economics, 102 Alfred Lerner Hall, University of Delaware, Newark, DE 19716, United States;2. Department of Economics, 358 College of Business Administration, University of Nebraska-Lincoln, Lincoln, NE 68588, United States |
| Abstract: | Teachers are expected to implement new educational technologies and adapt to new teaching environments. However, it involves a complex learning process that can lead to their perspective transformation. We have developed and taught a discussion-based online course to facilitate teachers' transformative learning. This qualitative case study examines teachers' perspective transformation in our course to understand the nature of effective online teacher-to-teacher discussions. Based on a theoretical framework that integrates Mezirow's transformative learning model and Bakhtin's dialogism, this paper builds on previous literature on teacher-to-teacher discussions as well as providing a fresh perspective to inform the current globalized teacher education context. |
| Keywords: | Teacher professional development Transformative learning Community of practice Online course design Dialogue Teacher-to-teacher discussion |
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