A case study of using an online community of practice for teachers' professional development at a secondary school in China

Resource type
Journal Article
Authors/contributors
Title
A case study of using an online community of practice for teachers' professional development at a secondary school in China
Abstract
In this case study, an online community was designed at a secondary school in China for the teachers to prepare their lessons collectively, reflect on their teaching practices, collect comments from peers, and share resources. A survey was administered to the teachers to investigate their perceptions on the online community for their professional development. Two hundred and eighty-three teachers responded to the survey and eight teachers were further interviewed by email. The result showed that most teachers liked using the online community as they could gain subject knowledge and could obtain support from peers, share experiences and get feedback, and exchange resources. Also, online entries confirmed that transformational changes in teaching pedagogy and students' learning activities occurred along the time. However, certain teachers did not participate in the online community frequently. This paper describes the context of the case study, design dimensions of the online community, teachers' positive perceptions on using the online community, and transformational changes. Also, strategies for promoting effective use of the online community are discussed and follow-up studies to address the challenges involved in this study are proposed. [PUBLICATION ABSTRACT]
Publication
Learning, Media and Technology
Volume
37
Issue
4
Pages
429-446
Date
December 2012
Language
English
ISSN
17439884
Loc. in Archive
1240554543
Extra
Citation
Wang, Q., & Lu, Z. (2012). A case study of using an online community of practice for teachers’ professional development at a secondary school in China. Learning, Media and Technology, 37(4), 429–446. https://doi.org/10.1080/17439884.2012.685077