The role of virtual community of practice in alleviating social and professional isolation during emergency remote teaching

Author:

Bissessar Charmaine1ORCID

Affiliation:

1. University of Guyana, Georgetown, Guyana

Abstract

Social Networking Sites have become ubiquitous in the classroom as educators continue to grapple with teaching remotely. Emergency remote teaching (ERT) continues to be the main staple in the virtual teaching menu. However, teachers are experiencing social and professional isolation. This qualitative intrinsic case study couched in the interpretivist paradigm determined that 37 Trinidadian teachers belonging to the teachers’ Facebook page – A Teacher’s Voice – were able to use the page as Virtual Community of Practices in order to motivate themselves and others. They share knowledge of online teaching and learning pedagogy, connect and collaborate with each other. They exchange insightful discussions, they share achievements, commiserate with each other and, above all, they share humour. In this manner, they are able to alleviate their social and professional feelings of isolation and form a kinship that transcends space and time reverberating a collective mindset.

Publisher

SAGE Publications

Cited by 4 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Virtual Communities of Practice as Mentoring Tools in Health Professions Education and Practice;Advances in Multimedia and Interactive Technologies;2024-05-10

2. Virtual communities of practice as responses to the turbulence of 2020: developing equity and justice leadership;Journal of Professional Capital and Community;2023-08-22

3. Female Postgraduate Students’ Resilience During COVID-19 in Jamaica;Female Academics’ Resilience during the COVID-19 Pandemic;2023

4. Exploring Female Academics’ Resiliency During the Pandemic;Female Academics’ Resilience during the COVID-19 Pandemic;2023

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