This special issue focuses on the use of online communities of practice (CoPs) as a tool for teacher professional development, particularly in fostering reflective practice in a collaborative learning environment. Although the concept of CoPs is well-explored theoretically, there is a lack of empirical studies on their practical application and sustainability in education. The five articles in this issue aim to fill this gap by examining key issues in the design and implementation of online CoPs. They provide empirical evidence on the nature of online communication within these communities and offer insights into how these interactions can be effectively analyzed.
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Kirschner, Paul A., and Kwok‐Wing Lai. "Online communities of practice in education." Technology, Pedagogy and Education 16.2 (2007): 127-131.
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