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ERIC Number: ED502572
Record Type: Non-Journal
Publication Date: 2008-May
Pages: 11
Abstractor: As Provided
Teacher Learning: Reflective Practice as a Site of Engagement for Professional Identity Construction
Hung, Hsiu-ting
Online Submission, US-China Education Review v5 n5 p39-49 May 2008
This paper reports a qualitative study in response to the growing research interest in teacher learning. Informed by a sociocultural perspective, teacher learning is considered as a process of identity construction in the paper. This paper taps into the development of teacher identity embedded in teacher learning and views reflection as a social practice for enhancing teacher learning. Through a close analysis of a selected discussion thread, this paper aims to demonstrate that teacher-learners' reflective practice in the online learning community provided a site of engagement for developing their professional identity and shaping the practice of teaching in their process of learning to teach.
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A