Henderson, Michael, and Bradey, Scott (2008) Recognising the importance of identity in the development of academics' pedagogical beliefs and web-enhanced teaching practices. In: Proceedings of Society for Information Technology and Teacher Education International Conference. pp. 1424-1431. From: 19th International Conference for the Society for Information Technology and Teacher Education International Conference (SITE) 2008, 3-7 March 2008, Las Vegas, Nevada, USA.

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Abstract

This paper draws on the construct of identity, grounded in the situated learning theory of community of practice, to better understand the connection between academic teachers' pedagogical beliefs and their practices in web-enhanced teaching. It is our contention that lecturers' pedagogical beliefs and practices are intimately connected to their continually negotiated identities as members of multiple communities of practice. Data is drawn from a longitudinal study of professional degree academics and utilises a lens of identity to explain how those academics' pedagogical beliefs and practices in utilising web-enhanced technologies are shaped. A key finding in this research is that the teaching academics' pedagogy was influenced by a process of identity conflict as educators and professional practitioners.

Item ID:	1904
Item Type:	Conference Item (Research - E1)
ISBN:	978-1-880094-64-8
Keywords:	identity; beliefs; e-learning
Date Deposited:	18 Jul 2008
FoR Codes:	13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%
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