Creating Online Communities of Practice: Enhancing Preservice Teacher Growth-A Case Study

Abstract

The purpose of this qualitative study was to examine pre-service teachers and their use of online community. This study explored four focal participants enrolled at Benedictine College and their perceptions about online community. The participants were completing their student teaching block during the spring 2016 semester. The data sources included transcripts from an online community situated within Blackboard, two semi-structured interviews that took place before and after the online community, and a reflective essay written by the participants. The study critically analyzed the participant’s perception of their participation within online community and whether or not their participation extended their learning and understanding of educational topics. The study was framed using Wenger’s Community of Practice. Seven themes emerged as participants reported that their participation within the online community (a) extended learning and understanding beyond the classroom, (b) became a place for professional support and community, (c) stimulated reflective thinking, (d) served as a place to share experiences, (e) was a flexible venue for community, (f) had benefits that outweighed the negatives, (g) and was built on relationships. Implications include suggestions for higher education and P-12 education and their use of online professional development.