Abstract
In this study, the kinds of shares made by science teachers in a WhatsApp group as an online community of practice to support professional development were examined. The netnographic research method, one of the qualitative research methods, was used in the study. The messages shared by 12 science teachers, who worked at a private school between the years 2015-2016, in the WhatsApp group were examined in the study. Content analysis was applied to the data, and the themes were created. In the study, it was observed that teachers made shares in four different themes that support professional development. These were found to be shares for field knowledge, shares for pedagogical content knowledge, shares for in-school teaching practices and shares for emotional support among teachers. In this context, it was revealed that programs providing online chatting opportunities could be an important tool in ensuring the professional development of teachers.
Highlights
Online communities of practice have an important place in the sense that teachers voluntarily participate in learning, reflect their own practices to other teachers and give mutual emotional support (Macia & Garcia, 2016)
It is observed that mobile learning devices have been discussed in support of learning in recent years, along with the different opportunities offered by technology (e.g., Çakır & Arslan, 2013; Rambe & Bere, 2013; Hwang, Huang, & Wu, 2011; Macia & Garcia, 2016)
The way the WhatsApp application, which is regarded as an online community of practice that can be used on mobile devices, is used by teachers to ensure professional development was the subject of this study
Summary
Online communities of practice have an important place in the sense that teachers voluntarily participate in learning, reflect their own practices to other teachers and give mutual emotional support (Macia & Garcia, 2016). Wikis and instant messaging software help teachers to re-conceptualize and adapt information and to make information more functional (Cranefield & Yoong, 2009) In this context, it is observed that mobile learning devices have been discussed in support of learning in recent years, along with the different opportunities offered by technology (e.g., Çakır & Arslan, 2013; Rambe & Bere, 2013; Hwang, Huang, & Wu, 2011; Macia & Garcia, 2016). Marcia and Garcia (2016) investigated the effects of online communities of practice on ensuring the professional development of teachers In their comprehensive study, it is stated that the research sample is mostly focused on university students. The way the WhatsApp application, which is regarded as an online community of practice that can be used on mobile devices, is used by teachers to ensure professional development was the subject of this study
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