Investigating the Community of Practice of World Language Educators on Twitter

Abstract

This study investigated how an online community of teachers engaged in professional development using collaborative Web (Web 2.0) technologies. This community of practice (CoP) consisted of world language (WL) teachers using the microblogging platform, Twitter. The study approached teacher learning from a sociocultural perspective. Its central questions were as follows: What are the characteristics of this CoP of WL educators on Twitter? How do those characteristics relate to or reflect teacher learning? With a qualitative, netnographic approach, data sources included over a year of participant observation, nine interviews with community members, and numerous online documents from blogs, wikis, and other sources. Findings demonstrated how the domain, community, and practice characteristics of this online CoP could also be linked to sustained and significant teacher learning. The study concludes with considerations for the future of similar online communities.