Abstract

“Shluvim” social-professional network permits educators at various levels to act in an online professional channel and to address innovative pedagogical challenges. After four years' operation, a case study employed mixed methods to depict a broader picture of the participants in the “Shluvim” network and their activities: Motives for joining the network, members' patterns of activities and factors assisting or inhibiting active participation. 2,200 members participated in Shluvim network (in 152 open and closed groups) over four years. 64 responded to a questionnaire and 15 participated in semi-structured in-depth interviews. Findings suggest that a local social-professional network for educators in their language supports and empowers members' professional development over their professional careers. Different types of users were identified.

Keywords
Lurkers, Teacher Training, Network Members, Professional Community, Social-Professional Network.

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