Virtual teachers: Negotiating new spaces for teaching bodies

Abstract

In 2002 the authors reviewed the educational and technical performance of the Virtual Schooling Service (VSS) during its first two years of operation in 2000-2001 (Pendergast & Kapitzke, 2004; Pendergast, Kapitzke, Land, Luke, & Bahr, 2002). The VSS provided by Education Queensland utilises synchronous and asynchronous online delivery strategies and a range of learning technologies to support students at a distance (see http://education.qld.gov.au/curriculum/service/virtual/). The service commenced in the year 2000 with a focus on senior secondary subjects. At present there are over 500 students in almost 80 schools across the state enrolled in 8 subjects. In response to the recommendations of the study, a series of professional development activities were conducted with the VSS teachers by the authors. This included a focus on the development of pedagogical innovations relevant for VSS teachers, utilising the Productive Pedagogies as a platform. Following this, skills around critical reflection were introduced, including consideration of the ways in which the teachers were developing as a learning community. Some data were collected from the teachers in order to develop an understanding of how the VSS teachers construct themselves. This included visual representations. This paper reports on the ways in which VSS teachers constructed themselves.