Investigating Teacher Learning Using a Web-Based Writing Platform

Autor/in	Yang, Shih-hsien
Titel	Investigating Teacher Learning Using a Web-Based Writing Platform
Quelle	In: Asia-Pacific Journal of Teacher Education, 46 (2018) 1, S.78-97 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2016.1245408
Schlagwörter	Faculty Development; Web Based Instruction; Educational Technology; Technology Uses in Education; Writing (Composition); Focus Groups; Attitude Change; Teacher Attitudes; Teaching Methods; Electronic Publishing; Diaries; Graduate Students; Preservice Teachers; Language Teachers; English (Second Language); Computer Assisted Instruction; Foreign Countries; Writing Assignments; Taiwan + Suchen Sie Ihr Suchwort? Web Based Training; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schreibübung; Attitudinal change; Einstellungsänderung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Elektronisches Publizieren; Diary; Tagebuch; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Computer based training; Computerunterstützter Unterricht; Ausland
Abstract	Due to its complex nature and inherent unobservable features, teacher change within a specific context has rarely been investigated despite its importance as an issue in teacher professional development. To meet this challenge, the present study explored how teacher change was nurtured with the support of a web-based writing platform featuring such functions as "teacher action logs," "student learning logs and writing records," and "discussion forums." The data included (a) the writing teachers' written commentary on students' texts, (b) the writing teachers' discussion transcripts, and (c) focus group interview transcripts. Results showed that teacher change in pedagogical beliefs was manifested through two cycles of written commentary that included preconceptions, evaluations, and re-conceptualisations of their commentary in terms of local and global feedback. The writing teachers' perceptions of the web-based writing platform were also addressed in this study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01