Abstract
Collegial sharing and reflection about practice has been widely suggested as an effective form of teacher professional learning. Information and communications technology (ICT) has the potential to foster this professional learning through online community environments. Whilst the potential of self-sustaining online teacher communities to support professional learning through reflective sharing of practice is recognised, the journey to realising this potential is not straightforward. This paper identifies two key aspects of school culture that are acting as barriers on the journey--schools do not adequately value collegial reflective sharing of practice, and classroom teachers do not use online communications tools as an integral part of their professional practices. The paper suggests a framework for maximising participation in online teacher communities.
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