One factor impacting the effectiveness of online teacher professional development is that teachers primarily share and compare ideas in their discussions. This study aimed to better understand the process by which a knowledge-building community of practice (CoP) emerges in an online mathematics teacher professional development course. We characterized the generativity of teachers' interactions and employed social network analysis to examine evolution in the pattern of these interactions. We

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... d signs of a knowledge-building CoP, evidenced by a stabilizing and evolving core-periphery structure and consistent increase in the extent to which participants engaged generative interactions to build knowledge with one another. This work has implications for developing technologies that can assist teacher educators in cultivating online knowledge-building CoPs.