Understanding In-Service Teachers’ Learning: Longitudinal Patterns of Knowledge Sharing in an Online Professional Learning Community

• In Event: AERA Poster Session Wednesday 9:45am
  In Poster Session: AERA Division K Section 6 In-Service Educators - Poster Session 1

Abstract

The potential of online professional learning communities (PLCs) to foster sustained, informal professional development (PD) among in-service teachers remains debated. This study examined an eight-year Facebook-based PLC (2015-2022) comprising 2,900 posts and 55,821 keywords contributed by 296 active in-service teachers. Using Shulman’s framework of teacher knowledge and a two-cycle qualitative coding approach, we categorized the content into five thematic areas: person-based perception, person-based knowledge, environment-based perception, environment-based knowledge, and professional development programs. Results revealed the enduring prominence of curriculum-related knowledge and reflective discourse, highlighting the community’s role in supporting continuous teacher learning. These findings offer evidence of how informal, online PLCs can sustain meaningful professional growth over time and contribute to evolving models of teacher PD in digitally mediated environments.

Authors

• Jo-Chi Hsiao, National Yang Ming Chiao Tung University

• Shan-Mei Chang, Tsinghua University

• Han-Yu Chi, National Chengchi University of Taiwan

• Ler-Ui Lin, National Tsing Hua University of Taiwan