Two cycles of a professional development course were run for teachers in urban and regional areas of New South Wales, Australia. Delivery and communication tools were facilitated through the Internet. The use of collective learning and mutual problem solving was made transparent to participants prior to participation and was a keystone to the design of the professional development course. In an article by Little (1990) entitled Persistence of Privacy: Autonomy and Initiative in Teachers' Professional Relations, the author argues that common forms of 'collegiality' and hence common configurations of teacher-to-teacher discourse may do more to bolster isolation than diminish it. Using transcripts from semi-structured interviews and electronic communications, participants' experiences and actions are used to illuminate the issue of privacy in online teacher communication. Some researchers argue that educational systems may engender teacher isolation, structurally discouraging teachers from exchanging knowledge and encouraging them to leave decisions affecting more than their specific classrooms to 'management'. Participating teachers appeared to perpetuate this notion in the online environment despite their lack of confinement by school or system management. The paper concludes with a discussion on the impact such a notion has on the curriculum, pedagogy and evaluation of teacher professional development in online environments.
|Title of host publication||AARE2004|
|Subtitle of host publication||Doing the public good|
|Place of Publication||Melbourne, Australia|
|Publisher||Australian Association for Research in Education|
|Number of pages||15|
|Publication status||Published - 2005|
|Event||Australian Association for Research in Education Conference: AARE 2004 - Brisbane, Australia, Melbourne, Australia|
Duration: 01 Dec 2002 → 05 Dec 2002
|Conference||Australian Association for Research in Education Conference|
|Period||01/12/02 → 05/12/02|
Vance, V. (2005). The persistence of privacy in teacher professional development online. In P. Jeffrey (Ed.), AARE2004: Doing the public good (pp. 1-15). Australian Association for Research in Education.