A case study investigating virtual communities of practice, as a vehicle for teachers' continuous professional development in the further education sector

This thesis examines Further Education (FE) teachers' experiences in Continuous Professional Development (CPD) programmes within a single case study of an online Community of Practice (CoP) called PDNorth. Guided by Wenger’s (1998) Communities of Practice and Boyer’s (1990) scholarship-reconsidered frameworks, the study employs a mixed-methods approach, using a structured survey (n=20) and in-depth interviews (n=7) to explore the diverse experiences of FE teachers across various educational settings. This study identifies challenges such as time limitations and resource limitations and difficulties in translating collaborative learning into classroom practice. It highlights the need for adaptive CPD programmes and structures. Benefits include improved teaching skills, methods and enriched networks with collaborative CoPs, which are revealed to be vital for effective practitioners of CPD. The study also uncovers the evolution of engagement over time and the varying levels of engagement with different forms of Boyer’s scholarship domains. The study addresses the limited empirical research on online CPD among FE teachers. It investigates the specific dynamics, challenges and opportunities within the FE context, which is facing evolving reform policies in the UK. Quality was assured through member checks, reflective practices and triangulation of data sources. The study contributes actionable insights for institutions and policy makers to provide CPD offerings, fostering FE practitioners' growth, collaboration and innovation. Additionally, it offers a nuanced understanding of how online CoPs can support different forms of scholarship in the FE sector.