Socio-Emotional Aspects Articulated with Content in an Online Teachers' Community of Practice: 'Agreeable Dialogue Zones'

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  • Author(s): Alfonso García-Monge; Daniel Bores-García (ORCID Daniel Bores-García (ORCID 0000-0003-2522-8493); Gustavo González-Calvo (ORCID Gustavo González-Calvo (ORCID 0000-0002-4637-0168)
  • Language:
    English
  • Source:
    Teacher Development. 2024 28(2):215-243.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      29
    • Education Level:
      Elementary Education
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Social Development; Emotional Development; Communities of Practice; Internet; Social Networks; Teaching Methods; Faculty Development; Elementary School Teachers; College Faculty; Student Teachers; Foreign Countries; Educational Practices
    • Subject Terms:
      Spain; Portugal; Argentina; Brazil
    • Accession Number:
      10.1080/13664530.2023.2286982
    • ISSN:
      1366-4530
      1747-5120
    • Abstract:
      Many studies highlight the importance of socio-emotional aspects in professional communities of practice (CoP). This study aims to understand how these aspects are articulated with the professional content. An online professional CoP has been subjected to analysis by following a sequential exploratory mixed-methods inductive model combining the analysis of forum contents and in-depth interviews. The results define the concept of 'agreeable dialogue zones' as a strip of conversation in which the search for a friendly and safe environment; professional self-demand; comfort; personal thematic preferences; and the demands of each topic in a written environment are balanced.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1415483