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

Billingsley, K and Peiser, G ORCID: 0000-0003-4166-1393 (2026) How online Communities of Practice facilitate professional development among Further Education teachers: a mixed-methods case study. Research in Post-Compulsory Education. ISSN 1359-6748

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Abstract

Empirical research examining the efficacy of online communities within Further Education (FE) contexts remains limited. This article presents findings from a mixed-methods doctoral case study investigating how FE practitioners engage with professional development through PDNorth, an established online Community of Practice (CoP). Employing Boyer’s scholarship model and Wenger’s Community of Practice theory, data was collected through a survey (n = 20) and semi-structured interviews (n = 7) exploring four dimensions: the benefits of online CoPs for FE practitioners’ professional development, engagement techniques, challenges, and the extent of engagement with Boyer’s four domains of scholarship. Analysis revealed five themes: (1) student-focused, teacher-driven alternatives to top-down policies; (2) sustaining emotional resilience through community support; (3) cultivating connections and sense of community; (4) evolution of impacts over time; and (5) barriers to classroom application.

Findings demonstrate how CoPs facilitate professional development by developing teaching agenciey, emotional support, and collaborative knowledge construction while navigating institutional constraints. This aligns with policy priorities for teacher-driven alternatives to top-down policies and provides evidence on cost-effective workforce recruitment and retention in resource-constrained environments, with implications for policy, practice, and future research.

Item Type:	Article
Uncontrolled Keywords:	1301 Education Systems; 1303 Specialist Studies in Education; 3903 Education systems; 3904 Specialist studies in education
Subjects:	L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators
Divisions:	Education
Publisher:	Taylor and Francis
Date of acceptance:	29 November 2025
Date of first compliant Open Access:	23 July 2026
Date Deposited:	23 Jul 2026 09:04
Last Modified:	23 Jul 2026 09:04
DOI or ID number:	10.1080/13596748.2026.2692217
URI:	https://researchonline.ljmu.ac.uk/id/eprint/29047

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