Co-Constructing Truth With In-Service and Preservice Teachers in an Online Learning Community

• In Event: Sheraton Roundtable Session Seven
  In Roundtable Session: Exploring Culturally Engaging and Online Learning Environment to Support Undocumented Student and Education Student (Table 18)

Abstract

Face-to-face teachers’ professional development has been greatly interrupted by the pandemic. An online teacher learning community was developed to embrace the struggles and promote the learning of language teachers. Different stages of teacher learning with in-depth case studies of pre-service and in-service teachers were examined by employing collaborative action research cycles with 16 in-service teachers and three pre-service teachers. Changes from the first cycle to the second cycle happened when the pre-service teachers started actively responding in the online community. With equal dialog, knowledge is democratized in the online learning community, facilitating learning and reflection for all teachers. Through action research, this study shows that learning can be co-constructed through an online community where people from different backgrounds participate.

Authors

• Wai Ming Cheung, University of Hong Kong
  Presenting Author

• Serene Chan, University of Hong Kong
  Presenting Author

• Yuan Yuan, University of Hong Kong
  Presenting Author