The power of collaboration: the role of online communities of practice in EAP teacher professional development
The power of collaboration: the role of online communities of practice in EAP teacher professional development
During Emergency Remote Teaching (ERT) prompted by the COVID-19 pandemic, Online Communities of Practice (OCoPs) played a vital role in supporting educators. OCoPs facilitated collaboration, the development of online language pedagogical strategies, and broader professional development. This study investigates the support sought by and offered to practitioners (teachers and team leaders) in an English for Academic Purposes (EAP) pre-sessional programme, focusing on how their needs led to engagement with various communities during the pandemic. It explores how practitioners defined OCoPs, their participation in different communities, their motivations for community involvement and the challenges they encountered. The findings show that practitioners engaged informal and informal OCoPs, essential for sharing pedagogical strategies, fostering professional development and improving team communication. These communities facilitated collaboration and problem-solving, and provided technological, pedagogical, and emotional support. However, increased workloads, difficulties for new teachers in integrating into established groups, and emotional fatigue affected participation. The study highlights the importance of sustaining these communities for the ongoing professional development of remote EAP practitioners.
EAP, online learning, ERT, CoP, CPD, online communities
7-25
de Lima Guedes, Karla K.
5c7f7565-9a71-4c0b-891f-f87d58be67e0
1 December 2024
de Lima Guedes, Karla K.
5c7f7565-9a71-4c0b-891f-f87d58be67e0
de Lima Guedes, Karla K.
(2024)
The power of collaboration: the role of online communities of practice in EAP teacher professional development.
Professional and Academic English Journal, 31 (2), .
Abstract
During Emergency Remote Teaching (ERT) prompted by the COVID-19 pandemic, Online Communities of Practice (OCoPs) played a vital role in supporting educators. OCoPs facilitated collaboration, the development of online language pedagogical strategies, and broader professional development. This study investigates the support sought by and offered to practitioners (teachers and team leaders) in an English for Academic Purposes (EAP) pre-sessional programme, focusing on how their needs led to engagement with various communities during the pandemic. It explores how practitioners defined OCoPs, their participation in different communities, their motivations for community involvement and the challenges they encountered. The findings show that practitioners engaged informal and informal OCoPs, essential for sharing pedagogical strategies, fostering professional development and improving team communication. These communities facilitated collaboration and problem-solving, and provided technological, pedagogical, and emotional support. However, increased workloads, difficulties for new teachers in integrating into established groups, and emotional fatigue affected participation. The study highlights the importance of sustaining these communities for the ongoing professional development of remote EAP practitioners.
Text
Iatefl_Journal_Vol31_No2_DeLimaGuedes_2024
- Version of Record
Restricted to Repository staff only
Request a copy
More information
e-pub ahead of print date: 1 December 2024
Published date: 1 December 2024
Keywords:
EAP, online learning, ERT, CoP, CPD, online communities
Identifiers
Local EPrints ID: 499851
URI: http://eprints.soton.ac.uk/id/eprint/499851
ISSN: 1754-6850
PURE UUID: fb54aad0-985c-40d4-ba91-ff9b003e59d6
Catalogue record
Date deposited: 07 Apr 2025 16:46
Last modified: 22 Aug 2025 02:05
Export record
Download statistics
Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.
View more statistics
