Barriers and drivers in online micro-course professional development:Navigating issues of teacher identity and agency

Howard, N.-J. (2021) Barriers and drivers in online micro-course professional development:Navigating issues of teacher identity and agency. Teaching and Teacher Education, 105. ISSN 0742-051X

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Abstract

This article reports on the barriers and drivers of online micro-course (oMC) professional development in a Middle East college. Semi-structured interviews with teachers yield a rich description of their learning experiences. The findings demonstrate the significance of identity and agency in online professional development: course accessibility advantages, valuable reflexive opportunities and successful practice shifts act as drivers to engagement and bolster identities. Meanwhile, impediments to oMC acceptance are evidenced in constrained peer collaboration, misaligned faculty and organisational interests and forced compliance which restrict agency and marginalise teacher identities. An original, inductive model to guide future research is also presented.

Item Type:
Journal Article
Journal or Publication Title:
Teaching and Teacher Education
Additional Information:
This is the author’s version of a work that was accepted for publication in Teaching and Teacher Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Teaching and Teacher Education, 105, 2021 DOI: 10.1016/j.tate.2021.103397
Uncontrolled Keywords:
/dk/atira/pure/subjectarea/asjc/3300/3304
Subjects:
ID Code:
156326
Deposited By:
Deposited On:
21 Jun 2021 08:45
Refereed?:
Yes
Published?:
Published
Last Modified:
22 Sep 2021 15:29