Features of an Online Professional Learning Community That Influence Teacher Educators’ Experiences of Collaboration

Wintle, Jordan ORCID: https://orcid.org/0000-0002-1195-4964, Ní Chróinín, Deirdre, Fletcher, Tim, Goncalves, Luiza Lana, Scanlan, Dylan, Hamblin, Declan, Iannucci, Cassandra, Luguetti, Carla, Morrison, Hayley, Mally, Kristi, Alfrey, Laura, Beckey, Alex and Hordvik, Mats (2026) Features of an Online Professional Learning Community That Influence Teacher Educators’ Experiences of Collaboration. Journal of Teaching in Physical Education. doi:10.1123/jtpe.2025-0502 (In Press)

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Abstract

Purpose : Understanding how to create favorable conditions for collaboration is critical to the success of online professional learning communities (PLCs) for teacher educators. This single illustrative case study explored the features of an online international PLC that influenced physical education teacher educators’ experiences of collaboration. Method : The PLC focused on teacher educators’ learning about meaningful physical education and included 13 participants over a 20-month period. Activities included nine large group meetings and multiple meetings of small groups that conducted self-study of teacher education practices research. Results : A dual large–small group structure scaffolded complementary collaboration activities that were amplified by a diverse membership and enhanced the professional outcomes for teacher educators. Conclusion : Findings contribute to understanding how to promote collaboration to support rich professional learning in teacher educator PLCs online and provide direction on structure and membership to others contemplating online and international teacher educator PLCs.

Item Type:	Article
Article Type:	Article
Uncontrolled Keywords:	international; reflection; structure; membership; practice sharing
Related URLs:	https://doi.org/10.1123/jtpe.2025-0502
Subjects:	H Social Sciences > H Social Sciences (General) L Education > L Education (General) L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Schools and Research Institutes > School of Education, Health and Sciences
Depositing User:	Jordan Wintle
Date Deposited:	21 Apr 2026 09:57
Last Modified:	21 Apr 2026 10:00
URI:	https://eprints.glos.ac.uk/id/eprint/16203

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