CSSCIChinese Social Sciences Citation Index
EFLEnglish as a Foreign Language
ICTInformation Communication Technology
OCoPsOnline Communities of Practice
PCKPedagogical Content Knowledge
PLCsProcessional Learning Communities
PPKPersonal Practical Knowledge
RDFResearcher Development Framework
SSCISocial Sciences Citation Index
TPDTeacher Professional DevelopmentTablesTables

Table 3.1Process of Building Theory from Case Study
Research (Eisenhardt, 1989: 533)52
Table 3.2Community Profile58
Table 3.3Anonymized Demographics of Interviewees
(as of January 2015)60
Table 3.4Advantages and Disadvantages of Participant
Observation (adapted from Saunders, 2019:
355)64
Table 3.5Summary of Data Collection (as of January
2015)66
Table 7.1Comparison Results of Three Cases134
Table 7.2Comparison Results of Three Communities138FiguresFigures

Figure 2.1The Roadmap of Literature Review9
Figure 2.2The Componential Structure of Researcher
Development (Evans, 2014: 56)10
Figure 2.3Epistemological Perspectives on Learning
Theories (Harasim, 2017: 14)15
Figure 2.4McGrath�餾 Group Task Circumplex (adapted from
McGrath, 1984)26
Figure 2.5An Integrated Circumplex: Task Performance
Processes, Interpersonal Processes, and Stages
of Group Development (adapted from McGrath,
1984)27
Figure 2.6A Functional Chain of Fundamental Group Problems
(McGrath, 1984: 160)27
Figure 2.7The Componential Structure of Researcher
Development (adapted from Evans, 2014)32
Figure 2.8Model of Leadership in Online Communities
(Johnson et al., 2015)44
Figure 2.9The Conceptual Framework47
Figure 3.1A Continuum of Autoethnographic Research
(Le Roux, 2016)56
Figure 3.2Six�瞫tep Coding Process (Auerbach & Silverstein,
2003: 43)69
Figure 7.1Structure of Community Members158
Figure 7.2An OCoP Model of Tertiary EFL Teachers�� Research Leadership
Development161ContentsContents

Chapter 1Introduction11.1Research background1
1.2Statement of purpose3
1.3Significance of the book4
1.4Overview of the book6Chapter 2Literature Review82.1Chapter Introduction8
2.2Definition of key concepts9
2.3Theoretical perspectives14
2.4Review of empirical studies33
2.5Research gap and research questions45
2.6Conceptual framework46
2.7Chapter summary47Chapter 3Research Methodology493.1Overall approach and rationale50
3.2Research setting and sample57
3.3Data collection62
3.4Data analysis68
3.5Other considerations74
3.6Chapter summary78Chapter 4The Case of Ben794.1Ben�餾 biographical profile79
4.2Ben�餾 research engagements in OCoPs81
4.3Leadership changes with Ben and people around92
4.4Chapter discussion & summary95Chapter 5The Case of Joy965.1Joy�餾 biographic profile97
5.2Joy�餾 research engagements in OCoPs98
5.3Leadership changes with Joy and people around109
5.4Chapter discussion & summary111Chapter 6The Case of Sophie1136.1Sophie�餾 biographic profile113
6.2Sophie�餾 research engagements in OCoPs114
6.3Leadership changes with Sophie and people around120
6.4Chapter discussion & summary124Chapter 7Discussion1257.1Comparison of the three cases and communities126
7.2Factors constituting EFL teachers�� research leadership138
7.3Features of research leadership in OCoPs138
7.4Factors shaping research leadership in OCoPs140
7.5Conceptualization of teacher research leadership in OCoPs161
7.6Chapter summary164Chapter 8Conclusions1658.1Major findings165
8.2Implications167
8.3Limitations and future directions169
8.4Concluding remarks171Appendices172Appendix A: Research Description Letter172
Appendix B: Research Participant Consent Form174
Appendix C: A Potential Participant�餾 CV175
Appendix D: Pre�睮nterview Inventory176
Appendix E: Interview Questions178
Appendix F: Summary Matrix of Teacher Stories and Analytical
Categories of Research Leadership179
Appendix G: Example of Teacher Reflections182
Appendix H: Examples of Researcher�餾 Personal Journals and
Field Notes183
Appendix I: Frequency Table for Tertiary EFL Teacher Research185References186Index208