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What makes an online community of practice work? A situated study of Chinese student teachers’ perceptions of online professional learning |
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| Institution: | 1. Shanghai University of Finance and Economics, Shanghai, China;2. Faculty of Education, The University of Hong Kong, Pokfulam, Hong Kong, China;1. College of Liberal Arts, Shantou University, People’s Republic of China;2. Division of Mathematics and Science Education, Faculty of Education, The University of Hong Kong, Hong Kong, China;3. Division of Chinese Language and Literature, Faculty of Education, The University of Hong Kong, Hong Kong, China |
| 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. |
| Keywords: | Online communities of practice Learning-to-teach School placement Chinese views of learning |
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