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|
|Number of pages||51|
|Publication status||Published - Apr 1 2020|
- Teacher Professional Development
- Teacher Reflection
- Online Learning Environment
- English as a Foreign Language (EFL)