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 | |
| Publication status | Published (in print/issue) - 1 Feb 2015 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- Online communities of practice
- Learning-to-teach
- School placement
- Chinese views of learning
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