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Critical Factors that Enhance the Effectiveness of Online Communities of Practice: EFL Coordinators’ Patterns of Involvement - The Greek EL Teachers Cops Professional Development Paradigm

Critical Factors that Enhance the Effectiveness of Online Communities of Practice: EFL... AbstractThe paper examines Greek EFL Coordinators’ involvement in online Communities of Practice (CoPs) in terms of its impact on participating teachers’ professional development. The study focuses on four online CoPs hosting 49 Greek EFL teachers as participants and four Greek EFL Coordinators, using an online platform named 2gather developed by the National and Kapodistrian University of Athens in the context of a national in-service professional development project in Greece. The study involves investigating the Coordinators’ patterns of involvement and their trainees’ response using a mixed-methods approach which combines quantitative and qualitative research as collective case studies of the four groups. Differentiations between the four Coordinators’ reported patterns of involvement and teachers’ reported effectiveness of their CoP training experience enables us to identify critical factors that contribute to the enhancement of effectiveness. A comparison of the Coordinators’ and their trainees’ responses per online CoP highlights the factors that have supported teachers’ reported reconstruction of knowledge and practices and the reported effectiveness of the CoP training experience regarding their everyday teaching practice. The findings contribute to furthering our understanding of effective online CoPs implementation in the context of continuing professional development. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png European Journal of Language and Literature de Gruyter

Critical Factors that Enhance the Effectiveness of Online Communities of Practice: EFL Coordinators’ Patterns of Involvement - The Greek EL Teachers Cops Professional Development Paradigm

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Publisher
de Gruyter
Copyright
© 2022 Katerina Kourkouli, published by Sciendo
eISSN
2411-4103
DOI
10.26417/829squ86m
Publisher site
See Article on Publisher Site

Abstract

AbstractThe paper examines Greek EFL Coordinators’ involvement in online Communities of Practice (CoPs) in terms of its impact on participating teachers’ professional development. The study focuses on four online CoPs hosting 49 Greek EFL teachers as participants and four Greek EFL Coordinators, using an online platform named 2gather developed by the National and Kapodistrian University of Athens in the context of a national in-service professional development project in Greece. The study involves investigating the Coordinators’ patterns of involvement and their trainees’ response using a mixed-methods approach which combines quantitative and qualitative research as collective case studies of the four groups. Differentiations between the four Coordinators’ reported patterns of involvement and teachers’ reported effectiveness of their CoP training experience enables us to identify critical factors that contribute to the enhancement of effectiveness. A comparison of the Coordinators’ and their trainees’ responses per online CoP highlights the factors that have supported teachers’ reported reconstruction of knowledge and practices and the reported effectiveness of the CoP training experience regarding their everyday teaching practice. The findings contribute to furthering our understanding of effective online CoPs implementation in the context of continuing professional development.

Journal

European Journal of Language and Literaturede Gruyter

Published: Oct 1, 2022

Keywords: professional development; adult training; online communities of practice; effective coordination; effective implementation; design and development principles

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