2026-08-09T13:42:22Zhttps://uvadoc.uva.es/oai/request

oai:uvadoc.uva.es:10324/781762026-03-16T09:53:57Zcom_10324_1142com_10324_931com_10324_894col_10324_1258

00925njm 22002777a 4500 dc García Monge, Alfonso Jorge author Bores García, Daniel author González Calvo, Gustavo author 2023 Many studies highlight the importance of socio-emotional aspects in professional communities of practice (CoP). This study aims to understand how these aspects are articulated with the professional content. An online professional CoP has been subjected to analysis by following a sequential exploratory mixed-methods inductive model combining the analysis of forum contents and in-depth interviews. The results define the concept of ‘agreeable dialogue zones’ as a strip of conversation in which the search for a friendly and safe environment; professional self-demand; comfort; personal thematic preferences; and the demands of each topic in a written environment are balanced. García-Monge, A., Bores-García, D., & González-Calvo, G. (2023). Socio-emotional aspects articulated with content in an online teachers’ community of practice: ‘agreeable dialogue zones.’ Teacher Development, 28(2), 215–243. https://doi.org/10.1080/13664530.2023.2286982 1366-4530 https://uvadoc.uva.es/handle/10324/78176 10.1080/13664530.2023.2286982 215 2 243 Teacher Development 28 1747-5120 Socio-emotional aspects articulated with content in an online teachers’ community of practice: ‘agreeable dialogue zones’