Source: Professional Development in Education, Volume 41, Issue 4, 2015, pages 690-706
This article aims to use collaborative self-study to analyze and describe the authors' experiences of teaching about teaching in a digital, online environment.
Data were gathered from reflective journal entries, emails and monthly Skype calls.
The findings indicate that the perceived disembodiment of teaching and learning online affected how the authors fostered relationships with students and responded to problems of practice. Further, the authors 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 the authors' experiences of teaching online we began to develop a critical understanding of the challenges of teaching online, and questioned how their online practices shaped their developing pedagogies of teacher education.