Exploring the impact of diversity in heterogeneous groups on teachers' performance

Abstract

Teachers' communities of practice have become an important focus in the field of teachers' tacit knowledge. This study discusses the teaching & research group learning performance between teachers from the same school (homogeneous group) and from a Web-based inter-school collaboration community (heterogeneous group). The result shows that heterogeneous group members from cross-regional, cross-age and cross-cultural have positive role on the level of group learning performance; further, it is also pointed out that diversity backgrounds and experiences of group members are the important cognitive resources for improving the performance in teachers' communities of practice.