期刊名称：Brock Education : a Journal of Educational Research and Practice
印刷版ISSN：1183-1189
出版年度：2021
卷号：30
期号：1
页码：30
DOI：10.26522/brocked.v30i1.819
出版社：Brock University
摘要：In this paper, we retell the process of our collective autobiographical narrative inquiry into our experiences of teaching online. Our research wonders come from two questions, What is online teaching? and, Who are we in this space? Early in our time together we came to understand how our individual backgrounds, experiences, and perspectives have influenced the ways we see, create, and navigate our place, and our students’ place, in online classroom communities. We also came to understand how the stories to live by that we carried of becoming “teacher” shaped the ways we live and experience online teaching. From this collective experience we see the potential and value of autobiographical narrative inquiry for all those being and becoming online teachers.
