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Dialogic understanding of teachers' online transformative learning: a qualitative case study of teacher discussions in a graduate-level online course

Research output: Contribution to journalJournal article

Published
<mark>Journal publication date</mark>02/2015
<mark>Journal</mark>Teaching and Teacher Education
Volume46
Number of pages12
Pages (from-to)72-83
Publication statusPublished
Early online date20/11/14
Original languageEnglish

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.