Building a Virtual Community of Practice: Empowering Kindergarten Teachers Through Collaborative Action Research

• In Event: Empowering Educators: The Power of Action Research in Teacher Development, Growth, and Transformation

Abstract

This year-long collaborative action research aims to enhance multicultural knowledge among in-service kindergarten teachers by focusing on virtual collaborative work for professional development. Three researchers facilitated the process, involving active participation from three South Korean kindergarten teachers in curriculum development. Using the conceptual framework of virtual communities of practice, the study examines teacher empowerment and identifies effective curriculum implementation strategies. Data collected from semi-structured interviews and teacher journals highlights the significance of virtual communities of practice, explores limitations in virtual collaborative learning environments, and provides implications for further development. By sharing experiences and insights that shape pedagogical approaches, this study sheds light on how virtual collaboration empowers educators and offers valuable insights for future initiatives.

Authors

• Seongryeong Yu, Old Dominion University

• Minyoung Gil, Pennsylvania State University

• Sung Ryung Lyu, American University