Building an Online Collaborative Learning Community of Pre-service Teachers of EFL

Abstract

The current study employed the qualitative approach and explored pre-service teachers’ experiences through initial teacher education and perspectives on becoming an English-as-a-foreign-language teacher. In particular, it examined the influence of both participation in a community of practice and group discussions on their early professional development. An online journal forum was created where eight pre-service teachers from two universities recorded and shared their thoughts, difficulties, and challenges in their initial teacher education over two semesters. They also gave comments and feedbacks to one another online. Participation in an online collaborative community of practice enabled them to negotiate their membership in the community through shared inquiries across grades and beyond universities. While the membership negotiation of some members was still ongoing at the end of the project, others learned to become more responsible and full members in their own respective ways. Over the course of the study, the online community also became a space of safety and trust; a legitimate space for like-minded individuals was provided to discuss teaching and develop their expertise.