%X This paper draws on research from a larger project
that concerned new teachers studying the Master of
Teaching (MTeach). The research was interested in
how teacher’s participation in the online discussions
(ODs) contributed to feelings of community and how
this helped them develop and understand better their
practice. It was apparent that participants felt that
elements of community developed during the MTeach
and that the ODs helped facilitate and sustain this
community. This is something that sometimes
contrasted with their experiences in school or was an
additional support network for them. The value of
these communities manifested itself in participants
feeling less isolated, feeling safe, being able to
honestly share and compare experiences in a nonjudgmental
way, feeling trust and being empowered
and more confident about their teaching strategies.
The ODs enabled a practitioner focus where
participants could share information and
experiences and seek advice. This centered on what
was happening at school, in their department, in
their classroom, with groups and with individual
students. Often this involved discussing relatively
short term issues and ideas but there was clear
evidence of longer term strategies starting to develop
and be considered important. These practical issues
were not only about their classes and teaching but
also about wider early professional development
(EPD) matters such as support and power relations.
Findings are that the ODs provided a sense of
community, with an underlying practitioner focus
that developed their criticality. That these gains were
the result of careful pedagogic design that
underpinned the ODs.
%A AR Unwin
%V 7
%N 1
%J International Journal of Education and Literacy Studies
%D 2017
%L discovery1549402
%P 533-539
%T Community of Practice or Practice Communities: Online Teacher Development
%O This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.