Abstract:

The study focuses on the activity of the community of practice (CoP) that operated at Vilnius University during the COVID-19 wave in spring 2020 and had as its goal training of teachers at the University. During the lockdown, which also affected lectures at Vilnius University, the academic community initiated the development of a virtual CoP to discuss the operational use of technology and virtual learning environment in the study process. CoP was driven by the need for a rapid transition to remote learning and development of information technology competencies used in the study process. In this way, the CoP was an important factor in the process of the university teachers training. In this process, the active CoP members-trainers shared their knowledge and know-how relevant in this situation. Involvement of members in CoP activities and their active and intensive participation in the process depends on the knowledge sharing behaviour. Therefore the knowledge sharing behaviour of the CoP members was chosen as the main focus of this study.
The aim of the study is to analyse knowledge sharing behaviour of the members of COVID-19 incited CoP at Vilnius University (UCoP), important for university teachers’ training that contributes to their professional development. The study on knowledge sharing behaviour of the members of the COVID-19 incited CoP focuses on the environment of knowledge sharing and personal factors. The research uses qualitative case study design and includes interviews with all active members of the virtual UCoP (eight trainers), who were sharing knowledge and know-how in the COVID-19 incited UCoP during its time of operation (April-May 2020).
Research revealed that knowledge sharing behaviour of UCoP trainers was determined by the desire to solve common problems of implementing the academic process and ensuring the academic quality. The study found that the activity of the COVID-19 incited UCoP in professional development had distinctive features: although the UCoP included community members with different experiences of application of technology in teaching, UCoP trainers gave priority not to the personal expertise, but to acting “as members of the community” in pursue of common goals. This means that the distinction between trainers and newcomers in the UCoP was defined by the intention of sharing knowledge and know-how. UCoP trainers argued in their interviews that their most important motive to share knowledge and know-how was benevolence.
Research results show that the COVID-19 situation had shaped the knowledge sharing behaviour of UCoP trainers, based on perception of belonging to community, evaluation of self-efficacy, mutual interaction of UCoP members (interactive learning based on reciprocity), orientation towards common benefits, as well as benevolence and voluntary action.

Keywords:

teachers training, professional development, community of practice, knowledge sharing behaviour, Vilnius University, Lithuania