Motivators and Barriers in the Development of Online Communities of Practice

Çağıltay, Kürşat
Problem statement: Recently, online Communities of Practice have become a very popular teaching method in teachers' professional development. However, keeping teachers active in these learning environments is a very challenging process. Therefore, investigating this challenge is critical for designing effective online Community of Practice (oCoP) environments for teachers' professional development.


Professional development challenges experienced by language instructors at a foundation university: a case
Yüksel, Burcu; Karaman, Abdullah Cendel; Department of English Language Teaching (2021-2-17)
This qualitative case study has been conducted in order to explore the challenges experienced by English language teachers regarding their professional development. The study was carried out in the English language preparatory program at a foundation university in central Turkey. Eight English language instructors working in the program participated in the study. The data were gathered through semi-structures interviews and researcher’s field notes. The results of the study demonstrated that even though par...
Professional development of teachers in PISA achiever countries: Finland, Estonia, Japan, Singapore and China
Tonga, Funda Eda; Eryiğit, Sümeyra; Yalçın, Fatma; Erden, Feyza Tantekin (2019-11-11)
The role of teachers in education is widely acknowledged in educational studies that routinely find that quality of teaching is fundamental to student success. Accordingly, this study set out to examine and describe the professional development of teachers in countries where students perform better in the PISA assessment, namely, Finland, Estonia, Japan, Singapore, and China. Data were obtained from primary sources and compared using Bereday's method. The general structure and systems used for professional ...
Collaborative peer feedback and learning analytics: theory-oriented design for supporting class-wide interventions
Dimitriadis, Yannis; Er, Erkan; Gasevic, Dragan (2021-02-01)
Although dialogue can augment the impact of feedback on student learning, dialogic feedback is unaffordable by instructors teaching large classes. In this regard, peer feedback can offer a scalable and effective solution. However, the existing practices optimistically rely on students' discussion about feedback and lack a systematic design approach. In this paper, we propose a theoretical framework of collaborative peer feedback which structures feedback dialogue into three distinct phases and outlines the ...
Developing a school based professional development program for improving technological skills and andragogical knowledge of teachers in private night high schools
Aksoy, Afra Nur; Aksu, Meral; Department of Educational Sciences (2018)
To improve the effectiveness of teachers in Private Night High Schools (PNHS), the main purpose of this study was to make the teachers in a particular PNHS participate in a School Based Professional Development (SBPD) program for their needs in educational technologies and adult learning theory (andragogy). This was a case study including quantitative and qualitative data collected through Principles of Adult Learning Scale (PALS), Questionnaire of Educational Technologies (QEdTech), classroom observations,...
Continuing Professional Development for Language Teachers
Bal Gezegin, Betül; Seferoğlu, Gölge (University of Évora, 2019-01-01)
This paper reviews a selection of research from the field of teacher education with a focus on professional development (PD) for language teachers. For this purpose, it investigates target studies published in related academic journals between the years of 2010-2018. Following the steps of systematic review process, review of 33 studies yielded five main themes related to PD; a) PD as a reflective practice, b) PD as a transformative process, c) Role of Collaboration and cooperation in PD, d) INSETs as PD an...
Citation Formats
B. BARAN and K. Çağıltay, “Motivators and Barriers in the Development of Online Communities of Practice,” EURASIAN JOURNAL OF EDUCATIONAL RESEARCH, pp. 79–96, 2010, Accessed: 00, 2020. [Online]. Available: