The power of collaboration: the role of online communities of practice in EAP teacher professional development

During Emergency Remote Teaching (ERT) prompted by the COVID-19 pandemic, Online Communities of Practice (OCoPs) played a vital role in supporting educators. OCoPs facilitated collaboration, the development of online language pedagogical strategies, and broader professional development. This study investigates the support sought by and offered to practitioners (teachers and team leaders) in an English for Academic Purposes (EAP) pre-sessional programme, focusing on how their needs led to engagement with various communities during the pandemic. It explores how practitioners defined OCoPs, their participation in different communities, their motivations for community involvement and the challenges they encountered. The findings show that practitioners engaged informal and informal OCoPs, essential for sharing pedagogical strategies, fostering professional development and improving team communication. These communities facilitated collaboration and problem-solving, and provided technological, pedagogical, and emotional support. However, increased workloads, difficulties for new teachers in integrating into established groups, and emotional fatigue affected participation. The study highlights the importance of sustaining these communities for the ongoing professional development of remote EAP practitioners.