Teachers’ virtual communities of practice: A strong response in times of crisis or just another Fad?

Resource type
Journal Article
Author/contributor
Title
Teachers’ virtual communities of practice: A strong response in times of crisis or just another Fad?
Abstract
The purpose of this study was to investigate the perceived effectiveness of a virtual community of practice (vCoP) designed to support knowledge and expertise sharing between K-12 teachers during Covid-19 pandemic. Besides, it aimed at exploring the potential of such vCoPs in delivering effective professional development, in general, and during crisis in particular. The vCoP was developed by the researcher herself as part of a consultancy to the UNESCO. The sample included 696 participants who were members of the vCoP. The research methodology adopted was mixed methods. Quantitative data was collected through surveying; and qualitative data was collected through 8 focus group interviews each involving 6 participants. Statistical analysis was used to analyze survey data, while interviews data was analyzed using theme-based analysis. Findings showed that participants viewed vCoPs as effective tools for e-professional development in general and during crisis in particular. Facilitators and blockers confronting vCoP nourishment are presented and discussed. Discussions and conclusions are offered at the end of the study.
Publication
Education and Information Technologies
Volume
27
Issue
5
Date
2022-06-01
Journal Abbr
Educ Inf Technol
Language
en
ISSN
1573-7608
Short Title
Teachers’ virtual communities of practice
Accessed
16/08/2022, 11:26
Library Catalogue
Springer Link
Citation
Ghamrawi, N. (2022). Teachers’ virtual communities of practice: A strong response in times of crisis or just another Fad? Education and Information Technologies, 27(5). https://doi.org/10.1007/s10639-021-10857-w