Teachers Empowering Teachers in an Online Community of Practice: A Case Study of Korean EFL Teachers’ Learning to Teach Flipped Classroom on NAVER BAND
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This study explores how non-native English teachers in South Korea empower one another through an online community. A growing number of English as a Foreign Language (EFL) teacher in Korea have begun to implement a recently introduced pedagogical approach, Flipped Classroom, in their classes. For learning to teach Flipped Classroom, ninety-five Korean EFL teachers built their online (SNS-based) community on NAVER BAND to share their classroom materials, knowledge, experience related to Flipped Classroom. This study investigates how an online community of the Korean EFL teachers participate and engage in professional development using collaborate web 2.0 technologies. With a qualitative, netnographic approach, data includes over seven months of online participant observation, and computer-mediated activities from the virtual community. Findings describe the characteristics of the community of practice (CoP) of Flipped EFL Classroom teacher’s NAVER BAND in terms of domain, community and practice. Furthermore, the study links the changes of the teachers from their engagement in the community with the characteristics of the CoP in relation to the effectiveness of online teacher community as a means of sustained and significant teacher learning. This study concludes with suggestion of online (SNS)-based community as a workable alternative to current in-service teacher training.
Abstract
This study explores how non-native English teachers in South Korea empower one another through an online community. A growing number of English as a Foreign Language (EFL) teacher in Korea have begun to implement a recently introduced pedagogical approach, Flipped Classroom, in their classes. For learning to teach Flipped Classroom, ninety-five Korean EFL teachers built their online (SNS-based) community on NAVER BAND to share their classroom materials, knowledge, experience related to Flipped Classroom. This study investigates how an online community of the Korean EFL teachers participate and engage in professional development using collaborate web 2.0 technologies. With a qualitative, netnographic approach, data includes over seven months of online participant observation, and computer-mediated activities from the virtual community. Findings describe the characteristics of the community of practice (CoP) of Flipped EFL Classroom teacher’s NAVER BAND in terms of domain, community and practice. Furthermore, the study links the changes of the teachers from their engagement in the community with the characteristics of the CoP in relation to the effectiveness of online teacher community as a means of sustained and significant teacher learning. This study concludes with suggestion of online (SNS)-based community as a workable alternative to current in-service teacher training.
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