Positive and negative effects of close-knit relationships among teachers in a community of practice

Abstract

ABSTRACT Background: Participation in communities of practice (CoPs) by physical education (PE) teachers as an effective learning strategy has gained widespread acceptance over the past three decades. However, there has not been much attention on how members develop relationships in a CoP or how it affects their professional learning. Purpose: This study aims to explore aspects of relationship formation between CoP members and their impacts on members’ professional learning. Methods: Eight PE teachers and a professor as a facilitator participated in this project. Individual interviews, observations and an open-ended questionnaire were conducted to gather data, which were further analysed using a constructivist revision of grounded theory. Findings: The CoP became close-knit in the early phase through their prior positive relationships and frequent social events. The close-knit climate effectively created a supportive and happy environment, which in turn facilitated teachers’ professional learning. However, it also had two different side effects, including making newcomers feel the same as founding members and making all members reluctant to criticise one another. Conclusion: This project indicates that a close-knit CoP can have both positive and negative impacts on teachers’ professional learning. A paradox that a strong bond between core groups inevitably acts as a barrier to the entry of other CoP members was also discovered. The constant search for a balance between closeness and the freedom to criticise was identified as crucial for teachers’ effective professional learning.