Teachers’ virtual communities of practice: A strong response in times of crisis or just another Fad?

Abstract

The purpose of this study was to investigate the perceived effectiveness of a virtual community of practice (vCoP) designed to support knowledge and expertise sharing between K-12 teachers during Covid-19 pandemic. Besides, it aimed at exploring the potential of such vCoPs in delivering effective professional development, in general, and during crisis in particular. The vCoP was developed by the researcher herself as part of a consultancy to the UNESCO. The sample included 696 participants who were members of the vCoP. The research methodology adopted was mixed methods. Quantitative data was collected through surveying; and qualitative data was collected through 8 focus group interviews each involving 6 participants. Statistical analysis was used to analyze survey data, while interviews data was analyzed using theme-based analysis. Findings showed that participants viewed vCoPs as effective tools for e-professional development in general and during crisis in particular. Facilitators and blockers confronting vCoP nourishment are presented and discussed. Discussions and conclusions are offered at the end of the study.

Faculty Development for Community Preceptors: a Narrative Review of the Literature

“…Furthermore, incorporating virtual communities of practice into FD of community preceptors may offer opportunities to community teaching physicians who are geographically dispersed to connect with other community and academic teaching physicians. 45 The FD programs in our review were implemented before the COVID-19 pandemic (e.g., in or prior 2020). Since several of these programs utilized online and other teaching strategies (modules, podcasts, etc.…”

Virtual communities of practice as responses to the turbulence of 2020: developing equity and justice leadership

“…Forced isolation amidst the pandemic and persistent racist police violence certainly heightened the value of virtual connection. The VCoPs became collectives to which participants turned for healing, validation, and encouragement as did other collectives in this period (Ghamrawi, 2022). We use the word “encouragement” advisedly, in the sense of fostering a heartfelt willingness to persevere in the face of enormous equity challenges.…”

“…Through these virtual connections, educators have potential for increased collaboration (Mairs et al. , 2013) and greater expansion of networks in a “borderless exchange” (Ghamrawi, 2022, p. 5909). While CoPs are centered on a physical shared space, this capacity of VCoPs was essential during 2020.…”

“…Enacting humanizing practices includes care, listening and making space for students to attend to their own needs as well as the space to learn and hold them “accountable to recognize the humanities of others” (Abdi et al ., 2020, p. 211). Ghamrawi (2022) and Mathis (2022) described VCoPs developed in response to the COVID-19 crisis. They increased networking and collaboration internationally, bridging across different immediate contexts; members of these virtual groups problem-solved with one another and engaged in increased risk-taking, necessitating the development of bonding capital.…”

Virtual Communities of Practice for Faculty and Staff in Higher Education

“…Having others who share your overall view of the domain and yet bring their individual perspectives on any given problem creates a social learning system that goes beyond the sum of its parts" (Wegner et al, , 2002, p. 34). Ghamrawi (2022), proposes that vCOPs share similar intentions and structures with more traditional communities of practice that were face-to-face in origin. Further, there are three factors of technology that are critical in the participation and longevity of vCOPs: the amount of anxiety related to technology experienced by the individual, the level to which a platform is user friendly, and the level and quality of technical support offered to the vCOP (Ghamrawi, 2022, para.…”