Abstract
Higher education has been challenged by the rising reliance on part-time faculty; however, limited endeavors have been contributed to the integration of part timers into educational community. This study investigated how the utilization of five-step case analysis procedure in an online community triggers reflection of collegial English as Foreign Language (EFL) part-time teachers. Four part-time EFL teachers from a private college were recruited. Data resources including online discussionand reflections, case analyses and interviews, were employed to investigate part-time faculty's perspectives of reflecting on cases in an online community. Results reveal that the online community provides part-time faculty with opportunities to learn from each other and a risk-free venue to try new teaching ideas, helping them break professional isolation through connecting theories with practices. Also, the five-step case analysis guided the participants to exercise reflective practices. For future study, it is suggested that teachers of interdisciplinary studies should be included and investigated.
| Translated title of the contribution | 運用線上教案分析以觸發大專英語兼任教師之反思 |
|---|---|
| Original language | English |
| Pages (from-to) | 53-103 |
| Number of pages | 51 |
| Journal | 屏東大學學報-教育類 |
| Issue number | 4 |
| Publication status | Published - Apr 1 2020 |
Keywords
- Teacher Professional Development
- Teacher Reflection
- Case-analysis
- Online Learning Environment
- English as a Foreign Language (EFL)