Reflective inquiry practice of English language teacher: Blogging as e-portfolios within the TPACK framework
Our study explores how blogging embedded with Web services can influence the readiness and reflective inquiry practice of English language student-teachers (STs).Drawing upon the Technological Pedagogical Content Knowledge framework (TPACK),we invited 11 English STs to participate in a one-year course through which they learn how to infuse blogging with Web services as a pedagogical tool.They were asked to finish a questionnaire and provide their own blogs at the end of the course.Results demonstrate that engaging English STs in blogging integrated with versatile Web services can increase their degree of readiness at a perceptual level,and that those who have undergone more hand-on experiences will cultivate a higher degree of reflective inquiry practice.
Reflective inquiry practice teacher readiness blogging English language education
Hin-Leung Chui Bernie Chun-Nam Mak Chun-Xiao Li
国内会议
北京
英文
695-698
2013-05-27（万方平台首次上网日期，不代表论文的发表时间）