Arranging and rearranging practice in digital spaces: professional learning amongst teacher educators

Laurette S M Bristol*, Merilyn Childs

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

2 Citations (Scopus)


The study that formed the basis of this chapter aimed to understand the practices mediating the quality of an online learning program from the perspective of educators in transition from face-to-face to online learning and teaching. A narrative community of enquiry was established for the period of the study, and seven academics from a single institution volunteered to participate in a six-month conversation about the sites for practice, challenges and curriculum decisions made while teaching online. A "practice architectures" perspective was adopted. The study found that "designing and redesigning" was not limited as supposed to a single transformation from face-to-face teaching to an online learning space. Rather, it was an ongoing professional practice, regardless of how novice or experienced and "tech savvy" the academic. The digital space is rapidly evolving, as are the professional learning demands of teacher educators. "Ambitious teacher practices" are permanently required.
Original languageEnglish
Title of host publicationHandbook of research on building, growing, and sustaining quality e-learning programs
EditorsKaye Shelton, Karen Pedersen
Place of PublicationHershey, PA
PublisherIGI Global
Number of pages19
ISBN (Electronic)9781522508786
ISBN (Print)9781522508779
Publication statusPublished - 2017

Publication series

NameAdvances in educational technologies and instructional design
PublisherIGI Global
ISSN (Print)2326-8905
ISSN (Electronic)2326-8913

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