ABSTRACT

It has long been understood that a teacher’s conception of teaching – that is, what they believe and know about teaching – influences their enacted practice. However, it has also been found that enacted practice is affected by teaching context. This small study of online vocational education teachers at a single institution in Australia investigated what factors affect enacted practice in that online teaching context. The study included a quantitative questionnaire of 46 online VET teachers, and qualitative interviews with 11 of those participants. Analysis revealed 13 factors that were indicated as affecting enacted practice in this context. From these findings a conceptual model is advanced whereby two types of teaching context that affect enacted practice are represented. These are (a) the functional teaching context, such as class size and discipline being taught, and (b) the nature and purpose of the education context, such as vocational education. These findings may be of interest to practitioners and to researchers and institutions seeking to support online teachers and leverage the affordances of online teaching contexts.

摘要

长期以来，人们一直认为，教师的教学观念（即他们对教学的认识和了解）会影响他们制定的实践。但是，还发现制定的实践受到教学环境的影响。这项针对澳大利亚单个机构的在线职业教育教师的小型研究调查了在该在线教学环境中哪些因素会影响已制定的实践。该研究包括对46位在线职业教育与培训教师的定量调查问卷，以及对其中11位参与者的定性访谈。分析表明，有13种因素表明在这种情况下会影响已制定的实践。从这些发现中，提出了一种概念模型，从而代表了影响已制定的实践的两种教学环境。这些是（a）功能性教学环境，例如班级人数和所教授的学科，以及（b）教育背景（例如职业教育）的性质和目的。这些发现可能对从业者以及寻求支持在线教师并利用在线教学环境的能力的研究人员和机构感兴趣。