Using online community design to sustain teacher professional development

Abstract

This longitudinal study of Australian and United Kingdom teachers uses Wenger's theory of Community of Practice as a framework tor online Professional Development (PO) aimed at facilitating community engagement. Initial analysis indicates a sustained engagement over time with an average participation of ten weeks. Issues of accountability and intra-community rhythm appear to factor highly in the Australian case study while the issue of mutual engagement is Significant in the United Kingdom case study. It is argued that, essentially uncontrollable forces of community, identity and practice can be designed for and ultimately sustain teacher engagement.