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Mathematics Education Research Journal

, Volume 25, Issue 2, pp 299–316 | Cite as

Blended-format professional development and the emergence of communities of practice

  • Thomas E. Hodges
  • JoAnn Cady
Original Article
First Online:

Abstract

In this paper, we draw on Wenger’s (1998) conception of communities of practice to observe the emergence of a community of practice among middle grades mathematics teachers who participated in a two-year blended-format (online synchronous, online asynchronous, and face to face) professional development program designed to increase middle-grades mathematics teachers’ content and pedagogical content knowledge, as well as foster the evolution of local communities of practices. Results indicate that the professional development program supported the development of a community of practice among a subset of participating teachers, while others failed to develop what constitutes a community of practice. Issues related to professional development design in light of these findings are discussed.

Keywords

Professional development Communities of practice Online 
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Copyright information

© Mathematics Education Research Group of Australasia, Inc. 2012

Authors and Affiliations

  1. 1.University of South CarolinaColumbiaUSA
  2. 2.The University of TennesseeKnoxvilleUSA

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