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Sharing and collaborating between an online community of novice teachers: CMC in language teacher education

, University of Hull, United Kingdom ; , University of Limerick, Ireland

Journal of e-Learning and Knowledge Society Volume 8, Number 3, ISSN 1826-6223 e-ISSN 1826-6223 Publisher: Italian e-Learning Association


New and emerging technologies have transformed the classroom (Mishra and Koehler, 2006) and continue to do so, and it has been reported that teachers and teacher educators now work in ever evolving environments (Elliott, 2009). Research indicates that varied forms of CMC can be implemented to foster collaborative and social learning (Arnold and Ducate, 2006), and the formation of communities of practice (CoPs) (Arnold et al., 2005). Therefore, this paper investigates the implementation of online and face-to-face (F2F) communication in an English Language Teaching (ELT) teacher education programme, with the aim of illuminating the potential such modes have for sharing and collaborating, for providing a space for situated learning and open communication. Results are analysed using a corpus-based methodology, drawing on three aspects of community membership, namely a joint enterprise, mutual engagement and a shared repertoire (Wenger, 1998). This paper closes with a discussion of the implications of such data for Language Teacher Education (LTE) in a technologically-oriented world.


Riordan, E. & Murray, L. (2012). Sharing and collaborating between an online community of novice teachers: CMC in language teacher education. Journal of e-Learning and Knowledge Society, 8(3),. Italian e-Learning Association. Retrieved March 21, 2019 from .


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