Examining the Effect of a Online Professional Development initiative Iranian Teachers Professional Knowledge
Abstract: To improve Farsi speaking teachers’ collective professional knowledge and enable them to use their expertise to compensate for shortage of income, an online community was initiated in 2004 by a group of Iranian teachers. This solution removes the barrier of non English speaking professionals to have access to updated educational resources in their own language. Based on an innovative “Point System” his online professional community compensates Farsi speaking teachers’ contribution to its educational resource searchable database. Drawing on the literature on Legitimate Peripheral Participation and online Teacher professional development communities, a qualitative case study was conducted to investigate the likeliness of the point system to increase teachers’ motivation to participate. The concept was well accepted by the teachers especially with regards to increasing professional reputation and recognition. Yet, concerns about the review process, modes of communication among teachers, and sustainability of the idea as a non-governmental community were raised.