Is presence of community of practice dimensions sufficient for community-based teacher professional development?

Puvaneswary Murugaiah, Siew Ming Thang, Hazita Azman, Radha M.K. Nambiar

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Professional development programmes that include teacher collaboration can help teachers meet their professional needs and control their professional lives. They can voice their needs and expectations to peers who share similar experiences. Moreover, teachers can discover new teaching roles and opportunities, develop new skills and find motivation in being a member of a group (Burbank & Kauchak, 2003; Hawkes, 2000). With the affordances provided by Web technologies, the potentiality of online communities of practice (CoPs) as a means of improving teacher professional development has become a reality and is gaining popularity. 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 whether their presence is sufficient for successful CoP among teachers in the English cohort. The findings revealed that although the key CoP dimensions were present, there were several factors inhibiting their participation in the community-based cohort. It can be implied that it is crucial to consider these factors in developing teacher online CoPs in Malaysia.

Original languageEnglish
Title of host publicationAdult and Continuing Education: Concepts, Methodologies, Tools, and Applications
PublisherIGI Global
Pages1816-1830
Number of pages15
Volume4-4
ISBN (Print)9781466657816, 1466657804, 9781466657809
DOIs
Publication statusPublished - 31 Mar 2014

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teacher
community
internet community
popularity
Malaysia
mathematics
participation
Teaching
science
school
experience
Group

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Murugaiah, P., Thang, S. M., Azman, H., & Nambiar, R. M. K. (2014). Is presence of community of practice dimensions sufficient for community-based teacher professional development? In Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications (Vol. 4-4, pp. 1816-1830). IGI Global. https://doi.org/10.4018/978-1-4666-5780-9.ch104

Is presence of community of practice dimensions sufficient for community-based teacher professional development? / Murugaiah, Puvaneswary; Thang, Siew Ming; Azman, Hazita; Nambiar, Radha M.K.

Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications. Vol. 4-4 IGI Global, 2014. p. 1816-1830.

Research output: Chapter in Book/Report/Conference proceedingChapter

Murugaiah, P, Thang, SM, Azman, H & Nambiar, RMK 2014, Is presence of community of practice dimensions sufficient for community-based teacher professional development? in Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications. vol. 4-4, IGI Global, pp. 1816-1830. https://doi.org/10.4018/978-1-4666-5780-9.ch104
Murugaiah P, Thang SM, Azman H, Nambiar RMK. Is presence of community of practice dimensions sufficient for community-based teacher professional development? In Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications. Vol. 4-4. IGI Global. 2014. p. 1816-1830 https://doi.org/10.4018/978-1-4666-5780-9.ch104
Murugaiah, Puvaneswary ; Thang, Siew Ming ; Azman, Hazita ; Nambiar, Radha M.K. / Is presence of community of practice dimensions sufficient for community-based teacher professional development?. Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications. Vol. 4-4 IGI Global, 2014. pp. 1816-1830
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