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It also analyzes how diverse identities and personal “stories to live by” influence online teaching and the experience of teacher formation, highlighting the value of autobiographical narrative inquiry for emerging online teachers.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/being-and-becoming-online-teachers-a-collaborative-autobiographical-narrative-inquiry/595007/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/being-and-becoming-online-teachers-a-collaborative-autobiographical-narrative-inquiry/595007.png","ImageObject",300,407,{"name":42,"@type":43},"Mary Man","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What research questions guide the paper’s inquiry into online teaching?","Question",{"text":63,"@type":64},"The paper is organized around two questions: What is online teaching? 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Our research wonders come from two questions: What is online teaching? 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 our diverse identities—the stories to live by that we each carry of becoming “teacher”—shaped the ways we live and experience online teaching. From this collaborative experience we see the potential and value of autobiographical narrative inquiry for all those being and becoming online teachers.  \nKeywords: online teaching, online learning, autobiographical narrative inquiry, online learning spaces  \n* tmcardin@ualberta.ca  \n􀀐 mijung@ualberta.ca  \n􀀐 jerine. pegg@ualberta.ca  \n􀀐 jbranch@ualberta.ca  \nThe four of us teach at a Western Canadian university, in a Faculty of Education. At the time of the inquiry we were at different places in our academic careers, with differing experiences with online teaching, as well as in the K-12 schooling system. We had a range of online teaching experiences (from 2-19 years) . Despite these differences we found ourselves sharing stories of our previous teaching experiences in relation to our online teaching experiences. These stories brought to the surface key questions about our relationships with students, technology, and the idea and reality of online communities. In particular, we wondered what might be learned from deeper consideration of our differing and shared perspectives, experiences, and stories of online teaching. Our research wonders come from two questions: What is online teaching? Who are we in this space?  \nAs we felt ourselves called to this inquiry we looked to get a sense of the context, as was articulated in current literature. We found that online courses and the technologies used to facilitate them are reshaping the way graduate courses are offered, the pedagogies that are used, and the ways instructors and students interact and communicate (Bowness, 2015; Karber, 2003) . Since the move to online teaching is new for many instructors and students, much of the literature has focused on identifying the opportunities, challenges, and effective approaches for teaching in online settings (Li & Irby, 2008; Palloff & Pratt, 2013) . Research into Communities of Inquiry (Pellas & Kazanidis, 2014; Rubin & Fernandes, 2013; Zydney et al. , 2012) have examined how students and instructors exist in, and create, inquiry communities in online environments. What we found lacking in this preliminary search was a deeper examination of how instructors see themselves as teachers in online spaces (Boling et al. , 2012) . Therefore, in order to better understand and develop online learning experiences for students, there is a need to more deeply explore the diverse experiences of instructors as they navigate and negotiate online teaching spaces (Kraglund-Gauthier et al. , 2010) . This is especially true when those instructors also have experience as classroom teachers in the K-12 school system. This, along with our own seeking of deeper understanding, called us to engage in a collaborative autobiographical narrative inquiry process.  \nCollaborative Autobiographical Narrative Inquiry  \nOnly one of the authors had previous experience with narrative inquiry as both a research methodology and as pedagogy. The three additional authors were interested in autobiograph","cbCaitQOYnG81lel","https://ap.wps.com/l/cbCaitQOYnG81lel","pdf",434247,21,"English","# Abstract\n# Collaborative Autobiographical Narrative Inquiry\n## Methodological Foundations in Narrative Inquiry\n## Identity, Temporality, and the Three-Dimensional Narrative Inquiry Space","[{\"question\":\"What research questions guide the paper’s inquiry into online teaching?\",\"answer\":\"The paper is organized around two questions: What is online teaching? Who are the authors in this space? These questions shape how the authors interpret their collaborative experience.\"},{\"question\":\"How does autobiographical narrative inquiry relate to the authors’ understanding of online teaching?\",\"answer\":\"Autobiographical narrative inquiry centers on telling and retelling stories, prompting the authors to attend to both the specifics of teaching online and the “stories to live by” they carry into online environments.\"},{\"question\":\"What does the paper say about how experience unfolds in narrative inquiry?\",\"answer\":\"The paper describes experience as multidimensional, requiring attention to continuous unfolding across time, place, situations, and relationships, using the “three-dimensional narrative inquiry space” as a guiding lens.\"}]","Being and Becoming Online Teachers - A Collaborative Autobiographical Narrative Inquiry | PDF",1792080263,53]