Howard, Sarah, and Jonathan McKeown. "Online practice & offline roles: A cultural view of teachers’ low engagement in online communities." (2011).

This paper explores the underutilization of online communities of practice (CoPs) among teachers, proposing that this phenomenon stems from the lack of integration of such practices into their professional roles and school cultures. Drawing on cultural theory, the study investigates teachers' engagement in an online CoP within a research project context. Findings reveal that teachers perceive online communities as part of their project involvement rather than an integral aspect of their role as classroom educators. The discussion suggests that aligning group values and beliefs within schools and research projects can enhance the relevance of online CoPs to teachers' professional practice.