What makes an online community of practice work? A situated study of Chinese student teachers’ perceptions of online professional learning

Heng (Helen) Hou

doi:10.1016/j.tate.2014.10.005

What makes an online community of practice work? A situated study of Chinese student teachers’ perceptions of online professional learning

Heng (Helen) Hou

Research output: Contribution to journal › Article › peer-review

81 Citations (Scopus)

Abstract

This paper brings to the fore a cohort of student teachers' perceptions of an online learning experience during school placement in a Chinese tertiary institution; it critically explores factors contributing positively to online professional learning and the development of the community. An ethnographic case study approach was adopted. Findings indicate that online communication allows participants to recognize the significant presence of others in supporting and transforming their learning. It also fosters an appreciation and embracement of the multidimensional roles that they take on. Voluntary participation and empowerment emerge as key factors making this a vibrant professional community for professional growth.

Original language	English
Pages (from-to)	6-16
Journal	Teaching and Teacher Education
Volume	46
Early online date	4 Nov 2014
DOIs	https://doi.org/10.1016/j.tate.2014.10.005
Publication status	Published (in print/issue) - 1 Feb 2015

Keywords

Online communities of practice
Learning-to-teach
School placement
Chinese views of learning

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1016/j.tate.2014.10.005

http://uir.ulster.ac.uk/31108/1/What_makes_an_online_community_of_practice_work_H_Hou_2015_TATE.pdf

Cite this

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abstract = "This paper brings to the fore a cohort of student teachers' perceptions of an online learning experience during school placement in a Chinese tertiary institution; it critically explores factors contributing positively to online professional learning and the development of the community. An ethnographic case study approach was adopted. Findings indicate that online communication allows participants to recognize the significant presence of others in supporting and transforming their learning. It also fosters an appreciation and embracement of the multidimensional roles that they take on. Voluntary participation and empowerment emerge as key factors making this a vibrant professional community for professional growth.",

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AB - This paper brings to the fore a cohort of student teachers' perceptions of an online learning experience during school placement in a Chinese tertiary institution; it critically explores factors contributing positively to online professional learning and the development of the community. An ethnographic case study approach was adopted. Findings indicate that online communication allows participants to recognize the significant presence of others in supporting and transforming their learning. It also fosters an appreciation and embracement of the multidimensional roles that they take on. Voluntary participation and empowerment emerge as key factors making this a vibrant professional community for professional growth.

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KW - Learning-to-teach

KW - School placement

KW - Chinese views of learning

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ER -

What makes an online community of practice work? A situated study of Chinese student teachers’ perceptions of online professional learning

Abstract

Keywords

UN SDGs

Access to Document

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