Hybrid Communities of Practice on teachers’ TPACK development: towards a model for sustainable teacher professional development in technology integration

Abstract

Many public schools in South Africa struggle to incorporate technology into their curricula due to a lack of skilled educators and insufficient professional development opportunities. Instead of relying on government-led training, teachers depend on their Communities of Practice (CoPs) to acquire the necessary knowledge. This study aimed to develop a model for public primary schools to support in-service teachers’ TPACK through hybrid CoPs. Grounded in CoP social learning theory, Strong and Weak Tie Theory, and the TPACK model, the study employed qualitative methodology with 12 teachers, one principal, and two deputy principals through surveys, interviews, and observations. An in-depth document analysis of WhatsApp group chat screenshots was conducted in two schools. TheCommunity of Practice Teacher Technology Integration Model (CoPTTIM) is designed to support primary schools in developing teachers’ TPACK and designing sustainable teacher professional development programmes, even during crises such as the COVID-19 pandemic.