Cycles of negotiation and reflection: a negotiated intervention to promote online teacher development

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dc.contributor.authorKhoo, Elaine G.L.
dc.contributor.authorCowie, Bronwen
dc.date.accessioned2011-10-11T03:46:18Z
dc.date.available2011-10-11T03:46:18Z
dc.date.issued2011
dc.description.abstractThis paper reports on the use and impact of a negotiated intervention for teacher development adopted for facilitating the teaching and learning in a semester-long fully online graduate course in a tertiary institution in New Zealand. The negotiated intervention strategy, while it begins by exploring teachers’ current practice, is explicit in acknowledging that teachers can expect to change their practice albeit in negotiation with a researcher. This approach therefore moves beyond that of one-off workshops and technical training sessions, which are of questionable value in promoting deep conceptual and practice change. Cycles of formative negotiation assisted the experienced, face-to-face teacher to develop and teach his existing graduate course as an asynchronous online course through ongoing reflection on curriculum, pedagogical practice and assessment. Data were collected through daily observations of the teaching-learning processes, weekly teacher reflective interviews and student interviews. Reflective conversations with the teacher revealed the complexities of working with an experienced teacher to reconceptualise and transform his pedagogical practice and the intellectual, social and emotional changes he faced. The negotiated intervention strategy is relevant in technologically innovative learning environments where the teacher is concerned with responding to a diversity of student knowledge, interests and needs. Implications for employing a negotiated intervention in guiding online teacher action enquiry as development are presented.en_NZ
dc.identifier.citationKhoo, E.G.L. & Cowie, B. (2011). Cycles of negotiation and reflection: a negotiated intervention to promote online teacher development. Educational Action Research, 19(3), 345-361.en_NZ
dc.identifier.doi10.1080/09650792.2011.600622en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/5825
dc.language.isoen
dc.publisherRoutledgeen_NZ
dc.relation.isPartOfEducational Action Researchen_NZ
dc.relation.urihttp://www.tandfonline.com/doi/abs/10.1080/09650792.2011.600622en_NZ
dc.subjectonline teachingen_NZ
dc.subjectteacher developmenten_NZ
dc.subjecttertiary levelen_NZ
dc.subjectnegotiated interventionen_NZ
dc.subjectresearch methodsen_NZ
dc.subjectaction enquiryen_NZ
dc.titleCycles of negotiation and reflection: a negotiated intervention to promote online teacher developmenten_NZ
dc.typeJournal Articleen_NZ
pubs.begin-page345en_NZ
pubs.elements-id36526
pubs.end-page361en_NZ
pubs.issue3en_NZ
pubs.volume19en_NZ
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