Despite the benefits associated with teacher development through participation in communities of practice, many questions about these groups remain unanswered. The proposed purpose of this study is to examine the development and maintenance of a community of practice of primary, post‐primary, or higher education teachers. The research question might be:
What conditions are necessary to develop and maintain a community of practice?
Situated learning theory could provide the theoretical framework. Participants could include primary or post‐primary teachers or teacher educators and any facilitators engaged in an on‐gong community of practice.