An Investigation of Online Collaboration for Reflection of Native English-Speaking Teachers of English as a Foreign Language in South Korea
This study uses online collaboration as an approach to enable reflection among mid-career native English-speaking teachers (NESTs) of English as a foreign language (EFL) at universities in South Korea. The study involves participants forming small virtual communities of practice (CoPs) to reflect on individual teacher beliefs and theories of learning and teaching and their impact on classroom practice. The study adopts qualitative data collection techniques leading to a grounded theory approach to data analysis which will enable theories to emerge on the correlation between teacher cognition and teacher practice. The results of the study will highlight the potential value of virtual CoPs for reflection on the professional development of mid-career NESTs of EFL at universities in South Korea.