Unwin, AR; (2016) How can an Online Community of Practice support New Teacher Development? Literacy Information and Computer Education Journal , 7 (3) pp. 2361-2367. 10.20533/licej.2040.2589.2016.0313.

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Abstract

This research concerns the professional development of teachers in their first year of teaching who were studying the Master of Teaching (MTeach). The research was interested in the views and experiences of the teachers’ participation in the online discussions (ODs) and how this helped them develop. The findings are that the ODs enabled new teachers to participate by writing for an audience of peers, and by providing a sense of community, with an underlying practitioner focus developed their criticality. These new teachers developed a collegiality, reflexivity and an engagement with wider and longer term perspectives. The research concluded that the gains from the ODs were the result of careful pedagogic design. The overarching finding is that by foregrounding the situated experiences and interests of the teachers, a ‘way in’ is provided for them to understand more fully the complexities, dilemmas and strategies encountered in their own and others’ professional practice.

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