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Abstract
This article describes and analyses the first year of a pilot project undertaken by a large examination board in the United Kingdom to investigate the teacher support and development opportunities afforded by email discussion lists. Discussion lists were set up to support teachers of two of its United Kingdom examinations. The author describes how these lists have, over the lifetime of the project, built into two lively online communities and how these communities are contributing to continuing professional development for their members, and discusses the factors that may have led to their success.