2026-08-09T04:19:18Zhttps://uvadoc.uva.es/oai/requestoai:uvadoc.uva.es:10324/781762026-03-16T09:53:57Zcom_10324_1142com_10324_931com_10324_894col_10324_1258
UVaDOC
author
García Monge, Alfonso Jorge
author
Bores García, Daniel
author
González Calvo, Gustavo
2025-09-28T17:17:48Z
2025-09-28T17:17:48Z
2023
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
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.
eng
Socio-emotional aspects articulated with content in an online teachers’ community of practice: ‘agreeable dialogue zones’
info:eu-repo/semantics/article
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URL
https://uvadoc.uva.es/bitstream/10324/78176/1/Dialogue%20zones.%20PUBLISHED%20VERSION%202024.pdf
File
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application/pdf
Dialogue zones. PUBLISHED VERSION 2024.pdf