Literaturnachweis - Detailanzeige
Autor/in | Yang, Shih-hsien |
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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 |
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 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). |
Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |