Use of Community of Practice Dimensions in Community-Based Teacher Professional Development-Reference-Cited by-同舟云学术

Use of Community of Practice Dimensions in Community-Based Teacher Professional Development

Published:2016 Issue: Volume: Page:92-110
ISSN:2326-8905
Container-title:Revolutionizing Education through Web-Based Instruction
language:
Short-container-title:

Author:

Murugaiah Puvaneswary¹,Thang Siew Ming²,Azman Hazita²,Nambiar Radha²

Affiliation:

1. University of Science Malaysia, Malaysia

2. National University of Malaysia, Malaysia

Abstract

The role of communities of practice (CoPs) in teacher professional development (TPD) is increasingly recognized. CoPs help teachers in a cohort to reflect on their practices, develop new skills and find motivation through mutual collaboration. With the affordances provided by Web technologies, the potentiality of online CoPs as a means of improving (TPD) has become a reality and is gaining popularity as the flexibility provided help teachers improve their instructional practices. The Online Continuing Professional Development for Teachers (e-CPDelT) project aimed to develop three online CoPs; that is, English, Mathematics and Science communities among twenty Malaysian Smart school teachers. This paper examined the key CoP dimensions, as expounded in Wenger's (1998) framework, and investigated their use in the English cohort's TPD. The findings revealed that although key CoP dimensions were present, several factors inhibited teachers' participation in the community. It can be implied that it is crucial to consider these factors in developing online CoPs for teachers in Malaysia.

Publisher

IGI Global

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