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Browsing by Subject "social work educators"
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Item Grievers, Skeptics, Pragmatists, Converts, and Champions: Social Work Educators’ Transition to Online Teaching(Taylor & Francis, 2022-01-18) Dennis, Sheila R.; McCarthy, Katherine M.; Glassburn, Susan L.Despite the surge in online social work education programs throughout the last two decades, the body of literature examining the pedagogical transition to virtual environments from social work educators’ perspectives remains nascent in form. To grow this area of inquiry, this interpretative phenomenological analysis (IPA) examined the lived experiences of 17 social work educators across the United States who transitioned from solely on-ground instruction to partially or completely online teaching prior to July 2019. Analyses of participant interviews generated a framework that organized social work educators’ perspectives into the typologies of Grievers, Skeptics, Converts, Pragmatists, and Champions. These typologies emerged as a result of the multi-systemic forces that generated new conceptualizations of educators' roles and identities as they transitioned into the virtual landscape. Amid the current pandemic necessitating abrupt shifts to online education delivery, this framework offers clarity to social work educators as they make sense of their own experiences adapting to online teaching.Item Navigating Identity Changes Through the Digital Migration: A Collaborative Autoethnography of Social Work Educators(Taylor & Francis, 2024) Glassburn, Susan; Dennis, Sheila; McCarthy, Katherine; School of Social WorkOnline educational delivery is reconstituting educator roles, functions, and expectations, and with that, each educator’s sense of identity as a teacher. This collaborative autoethnography (CAE) explores the experience of three social work educators and the ways in which their identities have shifted as a result of teaching online. CAE provides a qualitative analysis framework which allows for an in-depth exploration of personal meaning-making and the commonalities and differences in the narratives of the authors, while making connections to the literature and the larger context of online education. Four themes emerged in our autoethnographic collaboration as being an integral part of our online educator identities and satisfactions in teaching: (1) the centrality of connection with students, (2) values and beliefs about quality teaching and learning, (3) sense of agency and creativity, and (4) modeling the professional use of self. Synthesizing our findings with the extant literature, we discuss how online teaching shapes educators’ identities, including their sense of self, satisfaction, and motivations. Humanizing educators by acknowledging identity changes in online delivery is an important investment in the sustainability of the academic workforce.