Virtual teachers: Negotiating new spaces for teaching bodies
In 2002 the authors reviewed the educational performance of a state education department virtual schooling service during its first two years of operation 2000-2001 (Pendergast, Kapitzke, Land, Luke & Bahr, 2002). Established by Education Queensland, the Virtual Schooling Service (VSS) utilises synchronous and asynchronous online delivery strategies and a range of learning technologies to support students at a distance (see http://education.qld.gov.au/learningplace/vss/). The service commenced with a focus on senior secondary subjects. At present, there are over 700 students in 89 schools across the state enrolled in 9 subjects. In response to the recommendations of the study, a series of professional development activities were conducted with the VSS teachers by the authors. Opportunity for critical reflection was provided, including consideration of the ways in which the teachers were developing as a learning community. Some data, including visual representations, were collected from participants with the purpose of understanding how VSS teachers are constructed as professionals. This study compares and contrasts that data with self-constructions of teacher professionals in other fields.
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|Item Type:||Journal Article|
|Keywords:||Virtual schooling, virtual teachers, teacher identity, arobase space, online pedagogies, visual data, embodiment|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Teacher Education and Professional Development of Educators (130313)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2007 Taylor & Francis|
|Copyright Statement:||This is an electronic version of an article published in [Pedagogies: An International Journal 1(4):pp. 253-267.].|
|Deposited On:||18 Dec 2006 00:00|
|Last Modified:||29 Feb 2012 13:34|
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