Abstract:
This paper reports on the self-perceptions of two university lecturers who teach via a combination of face-to-face and online modes. Interpretative analysis of case study material (based on conversations with the researcher and participant-selected online teaching extracts) is providing insights into how experienced lecturers perceive their teaching selves in the different contexts and how their teaching identities are being transformed through the experience of online teaching.
By telling stories, we make identity claims (Ronai, 1997). In this study, narrative elicitation procedures offer participants the opportunity to articulate and reflect on their teaching selves in website material, computer-mediated communication and face-to-face teaching/learning contexts. Several extracts from the many stories told by two of the participants in this study are revealed and discussed to exemplify the approach and to highlight some of the research issues.
The paper concludes with an outline of the implications of the research conducted thus far for the next phase of the study (researcher and participant roles, procedures).
By telling stories, we make identity claims (Ronai, 1997). In this study, narrative elicitation procedures offer participants the opportunity to articulate and reflect on their teaching selves in website material, computer-mediated communication and face-to-face teaching/learning contexts. Several extracts from the many stories told by two of the participants in this study are revealed and discussed to exemplify the approach and to highlight some of the research issues.
The paper concludes with an outline of the implications of the research conducted thus far for the next phase of the study (researcher and participant roles, procedures).