Collaborative autoethnography in examining online teaching during the pandemic: from a ‘teacher agency’ perspective

Journal Article (Journal Article)

The COVID-19 pandemic outbreak forced universities to immediately shift to online teaching, and the transition presented unprecedented challenges. This paper reports our findings from a collaborative autoethnography study with a special focus on the challenges we encountered and our agentive responses in teaching online. Data reveal four major challenges (1) unpredictable situations, (2) shifting teacher roles in online context, (3) issues on course design, expectations, grading, and feedback, and (4) technology issues. Also, we reported four agentive responses (1) adopting a positive attitude, (2) reexamining our teaching practices and educational goals, (3) exploring alternative pedagogical approaches, and (4) strategically implementing technology to enhance teaching and learning. These intentional reflections became opportunities for us to revisit our positionality, analyze our teaching experiences, and transform them into tools in supporting students. This study calls for more resources for professional development, as well as further conversations and collaborations among teachers and researchers.

Full Text

Duke Authors

Cited Authors

  • Kim, GJY; Zhu, J; Weng, Z

Published Date

  • January 1, 2022

Published In

Electronic International Standard Serial Number (EISSN)

  • 1470-1294

International Standard Serial Number (ISSN)

  • 1356-2517

Digital Object Identifier (DOI)

  • 10.1080/13562517.2022.2078959

Citation Source

  • Scopus