English teachers’ online participation as professional development: A narrative study

This article presents research from a qualitative study investigating five secondary English teachers’ experiences participating online (via blogs, microblogs, and social network sites) in exploration of teaching, learning, and literacy. With narratives from collected interview data, the authors conducted a thematic analysis to identify common patterns and a structural analysis to underscore the narrative content. Participants constructed narratives that revealed several themes, including those addressing shifts in their teaching practices, their sense of isolation, and their identities as writers. This study stands to support more nuanced understandings of teachers’ efforts to supplement their professional growth by creating new content on the Web and engaging in active dialogue online with distant colleagues