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Abstract
The purpose of this paper is to use collaborative self-study to analyze and describe our experiences of teaching about teaching in a digital, online environment. Data were gathered from reflective journal entries, emails and monthly Skype calls. Our findings indicate that the perceived disembodiment of teaching and learning online affected how we fostered relationships with students and responded to problems of practice. Further, we felt that a particular approach to teaching online risked teaching becoming reduced to providing feedback to students in the form of assessment, which had implications for our identities as teacher educators. By discussing our experiences of teaching online we began to develop a critical understanding of the challenges of teaching online, and questioned how our online practices shaped our developing pedagogies of teacher education.
Notes
1. boyd originally used persistence, searchability, replicability and invisible audiences (Citation2007, p. 9) to describe the properties of networked publics. However, boyd (Citation2014, p. 11) now characterizes these in terms of persistence, searchability, spreadability and visibility.
2. Realizing the permanence, replicability and searchability of online environments described by boyd (Citation2007, Citation2014), a secure site was deemed important by Tim so that such tools and media were limited to participants involved directly in the course.