Communities of practice in the digital era: english teachers and collaboration through social media platforms

Abstract

Digital platforms have become fundamental spaces for English teachers to engage in communities of practice, fostering professional development, collaboration, and identity construction. This study investigates how social media platforms such as Instagram, Facebook, and TikTok facilitate the construction of these communities by enabling educators to share resources, exchange methodologies, and engage in reflective practice. Through a systematic literature review, this research identifies key themes related to online teacher engagement, including professional networking, digital literacies, and knowledge co-construction. The findings indicate that while these platforms offer opportunities for collaboration and continuous learning, challenges such as algorithmic constraints, engagement disparities, and the predominance of informal interactions impact the effectiveness of these digital spaces. By analyzing the affordances and limitations of social media in teacher professional development, this study contributes to the broader understanding of how online communities shape pedagogical practices and teacher identity in a technologically mediated landscape.