The Influence of an Online Professional Learning Community on Teacher Professional Development for Fostering a Love of Reading

Abstract This study examines how a long-term Online Professional Learning Community (OPLC) influenced the professional development of elementary school teachers within the pedagogical domain of fostering a love of reading among students. Using a qualitative approach, we analyzed data from 207 teachers who participated in the OPLC over three years, drawing from questionnaires, meeting protocols, and forum discussions. Findings revealed teachers’ initial expectations centered on collaborative peer learning and access to resources for promoting pleasure reading. Analysis of their participation showed that the OPLC demonstrably shaped teachers' perceptions of their professional role, a process encompassing four key dimensions: enhancing a supportive community and classroom, building collaborative knowledge; expanding pedagogical practices; developing digital literacy. This research contributes a conceptual framework illustrating the process of teacher development within such a specialized OPLC, offering insights into how these online communities cultivate teachers as effective reading advocates.