With the precipitous changes of the platform formerly known as Twitter, brought on by the change of ownership in late 2022, many networked educators sought, and continue to seek, new digital spaces to continue fostering and developing their digital practice. The authors of this article had all been actively networked on Twitter, and wanted to…

This article discusses the creation of a research-focused virtual community of practice (vCoP) for geographically-dispersed third space professionals, motivated by desires for enhanced professional collaboration, visibility and identity. The authors used collaborative autoethnography (CAE) to evaluate their personal reflections as vCoP…

The authors investigated the benefits and pitfalls of social media use for schoolteachers. The benefits included opportunities for teacher agency, a resource for teacher wellbeing, and an efficacious communications and marketing tool for schools. However, along with these benefits were associated pitfalls including challenges to esteem and threats…

This ethnographic and longitudinal study is aimed at investigating, analyzing and understanding the complex process of professional, social and cultural identity (re)construction of pre-service teachers in a Teacher Education Course at a Federal University in the extreme north of Brazil. The pre-service teacher's narratives were investigated…

This article outlines the rationale for, and development of an online support system (OSS) for teachers of mathematics in regional, rural and remote (RRR) Australia as part of an ongoing longitudinal project, "Regional Teachers of Mathematics Networks" (RTMN). The OSS is designed to assist development of interconnected collaborative…

This study revolves around an organically lived online community of Chinese elementary teachers. The teachers shared their reflective journals and engaged in conversations with the facilitators and also with their peers. Following one participant's postings over a span of thirteen months helped the research team to narratively explore how the…

Purpose: Emergency transitions from face-to-face learning environments to digitally mediated learning require robust support networks, particularly in the form of communities of practice. Digitally enhanced communities of practice (DECoP) can be created and sustained when research-based design principles are used. The purpose of this paper is to…

Aim/Purpose: The study aims to explore the dimensions of identities in relation to an online community of practice (CoP) and how the dimensions of identities influence the way teachers behave on their online CoP. Background: One of the emerging approaches for teachers' professional development is through a form of community of practice, through…

This narrative inquiry involved a vibrant online knowledge community of Chinese novice teachers in colleges and universities. The teachers engaged in conversations with their me/ntor and peers, sharing life experiences and exchanging teaching puzzles. Through capturing the evolution (formation, development, sustainability) of the online knowledge…

This research narratively explores a veteran teacher's emotions and identities in varied teacher communities within and outside a rural school in China. Based on interviews, the teacher's one-year reflective narratives and conversational records with members of an online teacher community, this research constructs and reconstructs how varied…

This essay considers the critical need for pre-service and in-service basic writing faculty to define and enact a professional identity, specifically within the context of faculty development and graduate course settings. The essay describes a graduate course in teaching basic writing offered primarily online with four in-person weekend workshops.…

This paper describes a design-based research study in which an online platform for teachers was designed and implemented over 3 years. The study uses a networked learning approach to support teachers in the transition from university into service. It addresses the question of how online communities of teachers can support the development of…

With a growing number of teachers engaging online with their peers, online social spaces are increasingly highlighted as playing a key role in teachers' professional learning and development. However, while academic and professional discourses tend to focus on the benefits and weaknesses of teachers' engagement in online social spaces, little…

Digital technologies now form an integral feature of the university student experience and there is a range of studies that explore digital technology use within a higher education context. However, very few of these studies focus on how doctoral students engage with digital technologies. This article aims to throw light on the digital practices…

This proposal presents findings from the large-scale study "Literacy Teacher Educators: Their Backgrounds, Visions, and Practices" which includes 28 literacy/English teacher educators (LTEs) from four countries. Five LTEs who use a constructivist approach are presented. Three aspects of their constructivism are discussed: knowledge is…