Online community of practice: a platform for reflection, sharing, and support in pre-service teacher practicum

This study examined an online Community of Practice (CoP) supporting twenty pre-service EFL teachers during their 8-week practicum through weekly meetings, reflective journals, and resource sharing. Participation patterns evolved throughout the practicum: initially high engagement in reflective journaling shifted to increasingly interactive group discussions focused on collaborative problem-solving as participants gained confidence. Rather than transforming professional identity, the CoP gradually reinforced teachers' emerging professional self, helping normalize challenges and develop contextually responsive practices. Emotional support from peers and facilitators remained consistently valued, fostering community and belonging. These findings demonstrate that online CoPs function as dynamic support platforms whose effectiveness depends on intentional facilitation, adaptive activities responsive to participant needs, and balanced opportunities for individual reflection and collaborative dialogue.