Framing Teacher Educator Engagement in an Online EnvironmentReport as inadecuate

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Australian Journal of Teacher Education, v38 n1 Article 9 Jan 2013

In this conceptual paper, we draw upon Pittaway's (2012) Engagement Framework, using it as a lens through which to examine the personal, professional, academic, intellectual and social dimensions of teacher educators' engagement within an online teaching environment. We reflect on findings from our pilot study (Downing & Dyment, 2013) and draw on key literatures in the fields of higher education, teacher education and online teaching to explore the various dimensions of the Engagement Framework, particularly as they relate to teacher educators' engagement. We offer recommendations for teacher educators to consider as they contemplate the move to online preparation of pre-service teachers. Our paper concludes with the recognition that for teacher educators to feel engaged in the online learning environment, they must be confident that it offers an engaging and effective form of learning for pre-service teachers. This paper will help teacher educators to better understand how to engage with the growing phenomenon of online preparation of pre-service teachers. (Contains 1 figure and 1 table.)

Descriptors: Preservice Teacher Education, Electronic Learning, Online Courses, Teacher Educators, Learner Engagement, Foreign Countries, Preservice Teachers, Information Technology, College Faculty

Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:

Author: Dyment, Janet; Downing, Jill; Budd, Yoshi


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