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Thursday, August 13 • 1:35pm - 2:00pm
The Investigation of the Relation Between Online Case Analyses and Collegial EFL Part-time Faculty's Reflection

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This study proposes to investigate how and whether the utilization of five-step case analysis procedure in online community trigger reflection of collegial English as Foreign Language part-time teachers. Higher education today has been challenged by the rising reliance on part-time faculty. Nevertheless, several studies have indicated a great number of part-time instructors who have had limited training in classroom instruction and curriculum development. Although researchers have suggested that part-time teachers should be offered the same professional development opportunities as full-time faculty, limited studies and resources have been contributed specifically to the integration of part timers into the education community. Thus, the study purports to draw upon McNergney’s five-step case analysis approach in an online community for part-time teachers to reflect upon issues of cases and share their reflections with other teachers. Due to the fact that teacher reflection plays a key role of ameliorating instructional quality, McNergney’s case analysis approach is employed as a framework for triggering participants’ reflection. Eight part-time EFL teachers and two full-time faculty members from a private college in Taiwan will consist of the participant pool. Multiple data collection methods including online discussion, messages, case analyses, interviews, and online reflection will be employed to investigate part-time faculty’s perspectives of reflecting on cases in online community.

avatar for Token, Lee

Token, Lee

Hua Fan University

Thursday August 13, 2015 1:35pm - 2:00pm EDT
Lamont Forum Room - 3rd Floor 11 Quincy St, Cambridge, MA