Effective Online Communities of Practice for K-12 Teachers: A Meta-Aggregation of Qualitative Studies

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Abstract

This meta-aggregation study explored the key components of online communities of practices that support K-12 teachers’ professional development. Following Hannes et al.’s (2013) three-stage process for meta-aggregation, we synthesized qualitative findings from 22 peer-reviewed journal articles. We identified four synthesized findings: (1) creating positive and safe learning environments; (2) aligning activities with teachers’ needs and teaching contexts to support their instructional practice; (3) balancing flexibility with structured support to enhance teacher participation; and (4) supporting teachers' continuous professional development and network. Findings inform practical recommendations to design sustainable and inclusive online communities of practice.

Authors

• Idam Kim, Florida State University

• Secil Caskurlu, Florida State University

• Sihan Jian, Florida State University

• Hilal Ayan, Florida State University