You are here:

Investigating Teacher Learning Using a Web-Based Writing Platform

Asia-Pacific Journal of Teacher Education Volume 46, Number 1, ISSN 1359-866X


Due to its complex nature and inherent unobservable features, teacher change within a specific context has rarely been investigated despite its importance as an issue in teacher professional development. To meet this challenge, the present study explored how teacher change was nurtured with the support of a web-based writing platform featuring such functions as "teacher action logs," "student learning logs and writing records," and "discussion forums." The data included (a) the writing teachers' written commentary on students' texts, (b) the writing teachers' discussion transcripts, and (c) focus group interview transcripts. Results showed that teacher change in pedagogical beliefs was manifested through two cycles of written commentary that included preconceptions, evaluations, and re-conceptualisations of their commentary in terms of local and global feedback. The writing teachers' perceptions of the web-based writing platform were also addressed in this study.


Yang, S.h. (2018). Investigating Teacher Learning Using a Web-Based Writing Platform. Asia-Pacific Journal of Teacher Education, 46(1), 78-97. Retrieved March 5, 2021 from .

This record was imported from ERIC on January 9, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.