This research explores the impact of the pandemic on educational practices and teacher professional development (TPD), focusing on the role of online communities. Conducted within the context of Italian teacher communities, the study reveals the shift in re-organization patterns at macro and meso levels, emphasizing the role of online communities in facilitating TPD. The findings underscore the importance of collaboration and innovation in TPD, informing theory, policy, and practice for educational innovation.
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Eradze, Maka, et al. "Self-initiated online communities of teachers as an expanded meso space." Professional Development in Education (2023): 1-19.
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