A Conceptual Model of Online Community of Teaching Practice for Preservice Teachers

This paper discusses the theoretical basis for the design of an online community of teaching practice for pre-service teachers, and presents a conceptual community model under a perspective from SECI model. Social members, knowledge, teaching practice, and technology are recognized as the key components of the online community of teaching practice, and the SECI model is utilized to explain the knowledge transformation within the community. The identification of a relatively stable knowledge domain, the recognition of appropriate context, and the promotion of the distribution and integration of community resources are proposed as the indispensable issues for nurturing an online community of teaching practice.