Facebook is not a silver bullet for teachers’ professional development: Anatomy of an eight-year-old social-media community

Online communities and social-network sites are used to deliver professional-development services for teachers. Professional development should help teachers reflect on their practice improve in helping them guide students' growth. Peer community models, such as coaching sharing knowledge network communities, have been proposed. Recently these practices taken into use social media services, Facebook. Although earlier research has examined teachers' online we move beyond understanding individuals motivations examine community-level dynamics. Understanding dynamics is important understand the interaction between teachers, resources platform resulting professional development. To evolution of an informal self-organised Facebook group, containing nearly 20,000 its eight years activity was analysed by employing a mixed-methods design; data science participatory observation. Analysis gives account both participants' engagement activity, content relevance teachers’ The results suggest that managers need consider how facilitate participation order focus pedagogically motivated information technology, system developers assist recruitment members sustain all stakeholders acknowledge peer-organised requires significant effort. Furthermore, instead addressing large groups like scholars practitioners see personal learning networks think about establish smaller more manageable communities.