Abstract
This study explored voluntary collaboration among teachers that occurred naturally in online environments. A teacher-created online community was selected for this purpose. Various methods were employed to collect and analyze the data including interviews, observations, and posting analysis. The results showed that online teacher collaboration took various forms, such as storytelling, online Q&A, online peer support, sharing teaching materials, and teacher-to-teacher online workshops. The most common form of online collaboration was sharing teaching materials. Teachers pursued the vision of collaborative development of teaching materials by sharing their teaching materials with each other. Nevertheless, the sharing of teaching materials in general involved a small number of teachers contributing their teaching materials, which were then used by the majority. Consequently, this led to mass distribution of teaching materials. Based on these findings, the promise and limits of online collaboration for teacher professional development is discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 221-242 |
| Number of pages | 22 |
| Journal | KEDI Journal of Educational Policy |
| Volume | 10 |
| Issue number | 2 |
| State | Published - 2013 |
Keywords
- Online collaboration
- Online teacher communities
- Professional development
- Teacher collaboration
- Teaching materials