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ERIC Number: EJ1445060
Record Type: Journal
Publication Date: 2024
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1475-939X
EISSN: EISSN-1747-5139
Available Date: N/A
The Role of Teaching Subject in Teachers' Online Identity Construction: An Interpretative Phenomenological Approach
Mostafa Nazari; Haniye Seyri
Technology, Pedagogy and Education, v33 n5 p545-560 2024
Framed in an interpretative phenomenological approach, this study explored the role of teaching subject (i.e. discipline) in Iranian teachers' online identity construction during the COVID-19 pandemic. Data were collected from teachers of hard and soft sciences through semi-structured interviews, reported practices and online interactions. Data analyses showed that the teachers' online identities involved similarities and differences across their agency, emotion and reflexivity in relation to teaching subject. The authors found that teaching subject influences the relational nature of teachers' identity construction, yet it mediates more profoundly the teachers' agency and practices in online teaching. Moreover, the teachers' emotion and reflexivity were largely constructed in light of their personalised and collegial understandings relevant to sociocultural idiosyncrasies of online education. The findings provide novel implications for characterising teachers' online identities, which help teacher educators approach online teacher education in light of situated understandings that account for teacher identities in greater depth.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran
Grant or Contract Numbers: N/A
Author Affiliations: N/A