Exploring the Use of Communities of Practice as Professional Development for French as a Second Language Teachers

Abstract

In Canada, French as a second language (FSL) teachers have indicated a lack of professional learning opportunities adapted to their needs and interests. In order to support their ongoing development, more research is needed to study professional learning models that address their unique set of knowledge and skills, such as language proficiency, intercultural awareness, pedagogy, and collaborative professionalism (Masson et al., 2024). To respond to this need, this study implemented a four-month professional development series for FSL teachers in an Ontario school board based on a community of practice (CoP) framework. Data was collected through pre-/post-questionnaires and participant interviews and analyzed through Wenger et al.’s (2011) cycles of value creation. The results show that while the CoP initiative created immediate and potential value for participants, it did not necessarily lead to an applied value, or reported changes to the FSL teachers’ practice.