Cultivating an online teacher community of practice around the instructional conversation pedagogy: a social network analysis

This mixed methods study followed an explanatory sequential design to explore the formation, development, and evolution of a formal online teacher community of practice (CoP). The online CoP supported 382 teachers as they implemented the instructional conversation (IC) pedagogy, a collaborative conversation-based pedagogy for culturally and linguistically diverse students. In the first phase, a social network analysis was conducted over...