Abstract
In order to obtain the development and change of teachers' levels of reflection in teachers' online community of practice (TOCP), content analysis, video case analysis and statistical analysis methods were adopted to study 120 teachers (40 novice teachers, 40 key teachers, and 40 experienced teachers) from eight participating schools during three phases in one academic year. The development and change of different teacher groups' levels of reflection were found respectively. It was concluded that TOCP had improved different teacher groups' levels of reflection, especially for novice teachers, which meant that TOCP could support teachers' professional learning and development.
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