Rights statement: 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
Accepted author manuscript, 422 KB, PDF document
Available under license: CC BY-NC-ND
Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Barriers and drivers in online micro-course professional development
T2 - Navigating issues of teacher identity and agency
AU - Howard, N.-J.
N1 - 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
PY - 2021/9/30
Y1 - 2021/9/30
N2 - 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.
AB - 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.
KW - Agency
KW - Continuing professional development
KW - Higher education
KW - Identity
KW - Online micro-courses
U2 - 10.1016/j.tate.2021.103397
DO - 10.1016/j.tate.2021.103397
M3 - Journal article
VL - 105
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
SN - 0742-051X
M1 - 103397
ER -