A review of online teacher communities and continuing professional development

Introduction

Teachers need to update themselves for their professional development. There are lots of changes happening in political, educational, and social areas. Traditional and one-day or one-time training by outside trainers is not effective neither in teaching practice nor in the classroom. They are ineffective and unproductive. Professional development is not something built by outside visitors rather it is where teachers actively participate and use that knowledge and skills effectively in the classroom.  

Teacher Communities and Email Discussion groups 

Teacher communities and groups like email discussion create a network among teachers which help for their professional development. These networks and communities help teachers to share their experience, knowledge, and good practice. These platforms help teachers to work collaboratively and communicate effectively. 

Among many other networks, Email Discussion group is appropriate and suited for teachers in a number of ways. Some of them are listed below: 

• many people can take part in the discussion. 
• all participants do not need to be online at the same time. Teachers can take part in discussions at their leisure. They can go through the messages, reply when they have time.    
• There is no geographical limitation. The community can be created internationally with participants from anywhere around the globe. 
• Teachers do not need to go anywhere for information. It comes to them in their inbox. 
• There is a structured discussion 
• Messages and discussions can be archived for future references 

The University of Cambridge Local Examination Syndicate (UCLES) provides examinations both within the United Kingdom and internationally. The university ensures to provide quality support and training to teachers. Thus the university has been investigating on how the email discussion groups can create online communities for effective, informal and professional training. To obtain this objective two pilot lists were set up. One for the teachers of Media Studies and another for the teachers of Psychology. The lists were open to anyone interested, and were moderated by a member of university.  

To share resources and ideas 

It was found that teachers used email group discussions to share ideas and resources. They actively took part in it to share expertise and resources with others. The teachers asked questions about classroom teaching and teaching resources. Others responded to the queries. For example: on average there were two replies to one question. 

To talk about professional issues

The list was used by teachers to discuss professional issues. 

Success factor 

Some of the success factors of the lists are: 

• Teachers need not go anywhere or visit any website. Messages came to them via their email in their inboxes. 
• They were focused on the purpose and aim of the lists. So, there were no irrelevant messages. 
• The messages were monitored. A subject team member of the UCLES monitored the messages in case of any distracting and negative messages. 
• Members were not only classroom teachers or lecturers but also media studies personalities and experts which encouraged members. 
• The supporting website of Media Studies list could have influenced more members. 

 

Reference

Riding, P. (2006). Online teacher communities and continuing professional development. Teacher Community-An international Journal of teachers' professional development, 5(3), 283-295