Examining novice language teachers' reflections in an online community of practice

Reflective thinking, which constitutes an important goal in language teacher education, can be fostered by participating online communities of practice. This study explored types reflective discourse generated novice Spanish teachers, and associated themes categories, as they participated a weekly blog video-conferencing session. Types focused on descriptive versus critical reflections, while categories comprised teacher-, learner-, context-oriented themes. Blog posts, comments to video-conference transcripts were analyzed using mixed-methods approach that included corpus-based analysis content analysis. The results show critical, teacher-oriented reflections predominated the data. points benefits engaging teachers community practice terms promoting more during their initial well challenges inherent expanding focus students' learning.