| Abstract |
Background: Communities of practice (CoP) have been proposed as a promising form of continuing professional development for teachers’ learning. However, there remains limited understanding of the processes and factors that sustain teacher-initiated CoP. Purpose: This study provides a qualitative examination of a group of internal leaders’ perspectives on how a large teacher-initiated CoP in South Korea was established and sustained as an effective form of continuing professional development. Methods: Data included semistructured interviews with the internal leaders, Website artifacts, and researchers’ reflective journals, and were analyzed through inductive analysis. Results: Findings included the following: (a) shared passion for good teaching, (b) widening professional network, (c) collaboration through sharing, and (d) continuing professional development opportunities via technology. Discussion: The CoP were initiated by a group of teachers with a shared value for improving their teaching in schools and were sustained through online and offline interactions that created a safe space for sharing ideas, collaborative interactions, and learning opportunities. |
| Authors |
Bomna Ko  , Yun Soo Lee , Tristan Wallhead 
|
| Journal Info |
Human Kinetics | Journal of Teaching in Physical Education , pages: 1 - 9
|
| Publication Date |
1/1/2023 |
| ISSN |
0273-5024 |
Type |
article |
| Open Access |
closed
|
| DOI |
https://doi.org/10.1123/jtpe.2022-0224 |
| Keywords |
Teacher Professional Development (Score: 0.59304) , Co-Teaching (Score: 0.581321) , Collaborative Teaching (Score: 0.577542) , Professional Learning Communities (Score: 0.577454) , Cooperative Learning (Score: 0.543889)
|
