Affordance and reflection: a design-based research approach to improving reflective practice among new science teachers in an online environment
Abstract: The Teacher Induction Network (TIN) is an online induction program for beginning secondary science and mathematics teachers. The program is in its eighth year of operation and has served over 160 teachers. The on-going development of TIN has been framed through design-based research strategies (Design-Based Research Collective, 2003) that examine the interactions between the participants and the educational, social, and technical affordances of the online environment (Kirschner et al., 2004). Through on-going assessment of participants’ interactions and feedback, we have been able to iteratively improve the design of TIN. This paper reports how our evolving knowledge of participants’ experiences and reflective practices helped to shape the program design.
Presider: Pauline Roberts, Edith Cowan University