This mixed method case study investigates the impact of content-focused online communities of practice on the professional development of middle school teachers. The research uncovers significant benefits, including the facilitation of idea sharing, issue discussion, and the forging of new connections among teachers and with their principal. Furthermore, the study highlights the teachers' acquisition of curriculum-based knowledge, improved self-confidence in technology implementation, and collaborative efforts in creating interdisciplinary curriculum units. These findings emphasize the value of online communities in supporting teachers' professional growth and enhancing educational practices.
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Vavasseur, Cynthia B., and S. Kim MacGregor. "Extending content-focused professional development through online communities of practice." Journal of Research on Technology in Education 40.4 (2008): 517-536.
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