This study investigates the effectiveness of online communities of practice (oCoPs) in facilitating the sharing of explicit knowledge and surfacing tacit knowledge among teachers. Utilizing a custom-designed Internet platform, "The Professional Development Circle" (The PDC), the research was conducted in two phases: a mandatory participation phase involving 28 preservice teachers from three universities engaging with digital classroom videos, followed by a voluntary participation phase designed around the learnings from the first. The findings aim to guide designers and educators in leveraging oCoP environments for teacher professional development.
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Baran, Bahar, and Kursat Cagiltay. "The dynamics of online communities in the activity theory framework." Journal of Educational Technology & Society 13.4 (2010): 155-166.
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