Exploring the Changing Nature of Teachers’ Pedagogic Identities During the Delivery of Online Literacy Teaching

Oct 15, 2026

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This paper explores the interconnectedness between Australian teachers’ literacy practices and their pedagogic identity during the global pandemic, presenting pedagogic identity as dynamic and continually evolving through teachers and their teaching environment. Findings come from a case study of early years and primary teachers using semi-structured interviews and qualitative data from teachers’ self-reported experiences. Three orientations are identified: The Driver, The Collaborator, and The Apprentice. Online delivery enables shifts among identities, supporting pedagogic variation and highlighting pluralism, with guidance for beginning and early career teachers.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Introduction

Teaching in an Unfolding Pandemic

Australian Journal of Teacher Education | Volume 47 Issue 2 | Article 3 | | --- | --- | | 2022
Exploring the changing nature of teachers’pedagogic identities during the delivery of online literacy teaching
Deb L. Brosseuk
The University of Sydney
Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)
Part of the Curriculum and Instruction Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Online and Distance Education Commons, and the Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons | | Recommended Citation Brosseuk, D. L. (2022) . Exploring the changing nature of teachers’ pedagogic identities during the delivery of online literacy teaching. Australian Journal of Teacher Education, 47(2) . [http://dx.doi.org/10.14221/ajte.2022v47n2.3](http://dx.doi.org/10.14221/ajte.2022v47n2.3) [This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol47/iss2/3](https://ro.ecu.edu.au/ajte/vol47/iss2/3) Exploring the Changing Nature of Teachers’ Pedagogic Identities During the Delivery of Online Literacy Teaching Deb Brosseuk The University of Sydney Lynn Downes Queensland University of Technology Abstract: This paper explores the interconnectedness between Australian teachers’ literacy practices and their pedagogic identity during the global pandemic. In doing so, the paper presents pedagogic identity as a dynamic, ever-evolving construct involving teachers and their teaching environment. Findings are reported from a case study of early years and primary teachers. Semi-structured interviews were conducted to collect qualitative data. From teachers’self-reported teaching experiences, we identify three orientations to pedagogic identity: The Driver; The Collaborator; and The Apprentice. Drawing on analytic work, the paper finds that the online delivery of literacy teaching brought opportunitiesfor teachers to shift between pedagogic identities, allowing for rich pedagogic variation, and in consequence, demonstrate the pluralistic nature ofpedagogic identity. This paper is of benefit to teachers, specifically beginning teachers as well as early career teachers, to help them better understand the changing nature of, and influences on, their pedagogic identity. Introduction Like many teachers around the world, teachers in Australia swiftly reconfigured their teaching in response to the global coronavirus pandemic. It has been reported that some teachers expressed concern about upholding the quality of their pedagogic practice during this time (Ewing & Cooper, 2021) . Specifically, teachers named student withdrawal, unfinished learning tasks, and inequitable access to online learning as barriers to achieving quality of teaching (Ewing & Cooper, 2021; Masters et al., 2021; Phillips & Cain, 2021) . It is, however, crucial to acknowledge that whilst the sudden change brought to the fore angst around pedagogic quality, it also brought a reflective mindset. Teachers were thinking about, who they are as a teacher and who they want to be as a teacher (Schwartzman, 2020) . This paper focuses on teachers’ pedagogic identities and the influence of those identities on the delivery of online literacy teaching during Australia’s first-wave of the coronavirus pandemic. The paper begins by situating the study in literature around multimodal literacy and its place within Australia’s national English curriculum. We draw attention to multimodality’s purpose in providing students with opportunities to use different meaning making modes. We then focus on pedagogic identity. Following a methodological note, we draw on findings that provide insight into teachers’ pedagogic identities and the influences on the construction of those pedagogic identities as an experiential and interactional resource in pro

FAQs

What is the main focus of the paper?

The paper examines how Australian teachers’ literacy practices connect with their pedagogic identity during online literacy teaching in the pandemic.

How were findings collected in the case study?

The study used semi-structured interviews to gather qualitative data from early years and primary teachers’ self-reported teaching experiences.

What orientations to pedagogic identity does the study identify?

It identifies three orientations: The Driver, The Collaborator, and The Apprentice.

Oct 15, 2026

Upload by Franzy