Open AccessBeing and becoming online teachers
Author(s) -
Jennifer Branch-Mueller,
Jerine Pegg,
MiJung Kim,
Trudy Cardinal
Publication year - 2021
Publication title -
brock education
Language(s) - English
Resource type - Journals
eISSN - 2371-7750
pISSN - 1183-1189
DOI - 10.26522/brocked.v30i1.819
Subject(s) - narrative , space (punctuation) , value (mathematics) , online teaching , narrative inquiry , sociology , pedagogy , psychology , mathematics education , computer science , art , literature , machine learning , operating system
In this paper, we retell the process of our collective autobiographical narrative inquiry into our experiences of teaching online. Our research wonders come from two questions, What is online teaching? and, Who are we in this space? Early in our time together we came to understand how our individual backgrounds, experiences, and perspectives have influenced the ways we see, create, and navigate our place, and our students’ place, in online classroom communities. We also came to understand how the stories to live by that we carried of becoming “teacher” shaped the ways we live and experience online teaching. From this collective experience we see the potential and value of autobiographical narrative inquiry for all those being and becoming online teachers.