Informal Support Teacher Networks: training and self-training between Communities of Practice

The connection between teacher training, both initial and in-service, and the quality of education has been extensively discussed, particularly since the enactment of Law 107/2015. The emphasis has primarily been on formal training, which, however, has proven inadequate in terms of both utilisation and content. When examining the nature of teachers’ knowledge and the dynamics within schools, the significance of informal training becomes evident. As knowledge derived from practice is often implicit, situated, and dynamic, communities of practice and informal exchanges among teachers play a crucial role in sharing and constructing this knowledge. This necessitates a reconsideration of the structure of educational institutions, the enhancement of intermediate functions of teachers, and the contemplation of new professional roles to support this restructuring. This paper aims to propose an investigative methodology that can assist pedagogical research in exploring informal digital networks among teachers as well.