Reflective inquiry practice of English language teacher: Blogging as e-portfolios within the TPACK framework

Hin Leung CHUI, Chun Nam Bernie MAK, Chun-Xiao LI

Research output: Contribution to conferencePapers

Abstract

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. Copyright © 2013 GCSCE.
Original languageEnglish
Publication statusPublished - May 2013

Citation

Chui, H.-L., Mak, B. C.-N., & Li, C.-X. (2013, May). Reflective inquiry practice of English language teacher: Blogging as e-portfolios within the TPACK framework. Paper presented at the 17th Global Chinese Conference on Computer in Education, Peking University, Beijing, China.

Keywords

  • Reflective inquiry practice
  • Teacher readiness
  • Blogging
  • English language education

Fingerprint Dive into the research topics of 'Reflective inquiry practice of English language teacher: Blogging as e-portfolios within the TPACK framework'. Together they form a unique fingerprint.