Informal online communities and networks as a source of teacher professional development: A review |
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| Institution: | 1. Center for Excellence in Higher Education, University of Antwerp, Venusstraat 35, 2000, Antwerp, Belgium;2. Department of Education, Utrecht University, Heidelberglaan 1, P.O. Box 80.140, 3508 TC, Utrecht, The Netherlands;3. Department of Education Studies, University of California, San Diego, 9500 Gilman Dr. La Jolla, CA 92093, USA;4. Fontys Hogeschool and Eindhoven School of Education, De Lismortel 25, P.O. Box 347, 5600 AH, Eindhoven, The Netherlands;5. Institute for Education and Information Sciences, University of Antwerp, Venusstraat 35, 2000, Antwerp, Belgium;6. Educational Research and Development, Maastricht University, P.O. Box 616, 6200 MD, Maastricht, The Netherlands;1. Elon University, Campus Box 2105, Elon, NC, 27244, USA;2. Michigan State University, 620 Farm Lane, 513 Erickson Hall, East Lansing, MI, 48824, USA;1. University Duisburg–Essen, Universitätsstr. 2 (Building S06), 45141 Essen, Germany;2. UNU-MERIT, Maastricht University, Boschstraat 24, 6211 AX Maastricht, The Netherlands;1. Australian Digital Futures Institute, University of Southern Queensland, Australia;2. Queensland University of Technology, Australia |
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| Abstract: | Informal online communities and networks offer teachers the possibility of voluntarily engaging in shared learning, reflecting about teaching practice and receiving emotional support. Bottom-up online communities and networks are an important source of professional development, although research around these social learning structures mainly consists in describing particular cases using a wide diversity of theoretical and methodological approaches. This review analyses the existing theoretical frameworks and methodological approaches, the main characteristics and practices of online communities and networks, as well as their principal repercussions in teacher professional development. A critical analysis of the emergent themes in the revised articles sheds light on eligible perspectives for further research. |
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| Keywords: | Professional development In-service teacher education Online community Online social network Informal learning |
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