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Teacher learning： Reflective practice as a site of engagement for professional identity construction.pdf

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维普资讯 May2008，Volume5，No．5(Ser．al ：42 US。ChinaEducationReview，ISSN1548—6613，USA Teacherlearning：Reflectivepracticeasasiteofengagement forprofessionalidentityconstruction HUNG Hsiu—ting (NationalKaohsiungFirstUniversityofScienceandTechnolog~Kaohsiung811，Taiwan) Abstract：Thispaperreportsaqualitative study in response to the growingresearch interestin teacher learning．Informedby a socioculturalperspective，teacherlearning isconsidered asaprocessof identity constructioninthepaper．Thispapertapsintothedevelopmentofteacheridentityembeddedinteacherlearning andviewsreflectionasasocialpracticeforenhancingteacherlearning．Through acloseanalysisofaselected discussionthread，thispaperaimstodemonstratethatteacher-learners’reflectivepracticeintheonlinelearning communityprovidedasiteofengagementofrdevelopingtheirprofessionalidentityandshapingthepracticeof teachingintheirprocessoflearningtoteach． Keywords：teacherlearning；reflectivepractice；identityconstruction 1．Introduction Priortothe1990s，teacherpreparationprogramsemphasizedthedevelopmentoftheteacher’sknowledge baseandhow suchknowledgecouldbeeffectivelydeliveredtoprospectiveteachers．Themissionaryfocuswason “teachingofteaching”thatoftenentailedanexclusiveconcern ofrtransmi ttinghteknowledgeofwhattoteachin ordertoserveprospectiveteacherswel1．Laterin hte1990stheorientationofteachereducationbegantoshift awayfrom “teaching ofteaching’’to “learning ofteaching”．asteachereducatorscame to arealization that effectiveteachingcannotbetaughtdirectly(Richrads，1998)．Th isthinkinggaverisetoalineofresearchon teacherlearningthatseekstounderstandtheteachers’processoflearningtoteach and support thelearningof teachers．Drawingrfom thebroadreserachagendaon