Fostering Teacher Collaboration Through Online Communities Of Practice In Teacher Education
Keywords:
Algerian EFL teachers, collaboration, digital tools, knowledge-sharing, online communities of practice, professional development, teacher educationAbstract
A substantial body of research broadly affirms that teacher collaboration fosters the sharing of knowledge, resources, and experiences, significantly contributing to professional development. Recently, as virtual environments have supported pedagogical practices, many Algerian universities have embraced online teaching communities to promote collaborative engagement among teachers. This study employs a descriptive-exploratory research design to investigate Algerian EFL teachers’ engagement in online communities as platforms for sharing professional knowledge and experiences to foster teaching practices and collaboration. It examines the extent to which these online communities facilitate the sharing of experiences and professional knowledge among like-minded peers, thereby enhancing their teaching practices and supporting professional growth. Using an online questionnaire addressed to a convenient sample of 78 EFL teachers across 10 Algerian universities, this study explores effective practices for creating online teaching communities of practice in teacher education. The findings reveal that EFL teachers are aware of the potential of such communities in supporting teaching practices and ongoing professional development, as well as fostering knowledge-sharing among their members. The results also disclose that the use of digital tools and platforms, such as forums, social media groups, and video conferencing, was found to significantly foster collaboration and community-building. Additionally, many EFL teachers reported that online communities foster support, guidance, and inspiration, which are essential for meaningful professional engagement and development. Ultimately, carefully structured online teaching communities, coupled with effective collaboration, have the potential to strengthen EFL teachers’ professional efficacy, enhance student learning outcomes, and contribute positively to the overall quality of teacher education. At the end, this study suggests a comprehensive model illustrating the mechanisms through which online CoPs can be strategically designed to support Algerian EFL teacher development. It also provides a foundation for further research into how communities of practice supported by digital technologies can foster Algerian EFL teachers’ engagement and collaboration.
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