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.
|頁（從 - 到）||53-103|
|出版狀態||已發佈 - 四月 1 2020|