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July 24, 2026Research in Post-Compulsory EducationOpen Access

How online Communities of Practice facilitate professional development among Further Education teachers: a mixed-methods case study

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Authors

KBKaren L. BillingsleyLiverpool John Moores UniversityGPGillian PeiserLiverpool John Moores University

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Implication

Mixed-methods case study explores how online communities aid professional development among FE teachers, suggesting cost-effective practices.

Key Points

  • This research investigates the role of online communities in supporting professional development for Further Education teachers.
  • Mixed-methods design utilizing surveys (n=20) and semi-structured interviews (n=7)
  • Focused on dimensions including benefits, engagement techniques, challenges, and Boyer’s scholarship domains
  • Data analyzed to identify themes related to community support and professional growth
  • Identified themes show CoPs promote emotional support and teacher agency in professional development
  • Engagement with communities fosters collaborations that address institutional challenges
  • Findings align with policy priorities favoring teacher-led initiatives over top-down approaches

Cite This Study

Billingsley et al. (2026) studied this question.

synapsesocial.com/papers/6a630020395161722cd152a5https://doi.org/10.1080/13596748.2026.2692217
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  1. 1The Use of Triangulation in Qualitative Research2014 · 3,965 citations
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  5. 5New Model of Teacher Learning in an Online Network2016 · 47 citations