Duncan-Howell, Jennifer. Online communities of practice and their role in the professional development of teachers. Diss. Queensland University of Technology, 2007.

This study explores the effectiveness of online communities of practice as an alternative to traditional professional development programs for teachers, which often fail to induce changes in teaching practices. Through a qualitative, multiple case study approach, the research highlights the potential of these online communities to support continuous professional development by fostering relationships, communication, and collaboration among teachers. The findings suggest that online communities of practice offer a self-sustaining, flexible, and relevant source of professional development, enabling teachers to adapt to constant changes and new learning requirements.