Analysing social learning of teacher-learning groups that aim at knowledge creation

Emmy Vrieling - Teunter; Iwan Wopereis; Antoine van den Beemt; Maarten de Laat; Saskia Brand - Gruwel

doi:10.1007/978-3-030-18030-0_12

Analysing social learning of teacher-learning groups that aim at knowledge creation

Emmy Vrieling - Teunter, Iwan Wopereis, Antoine van den Beemt, Maarten de Laat, Saskia Brand - Gruwel

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

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Abstract

Teacher-learning groups (TLGs) are an emerging type of collegial collaboration in teacher training colleges. A TLG of teacher educators that was studied aimed to develop a new curriculum for aspirant primary school teachers. This TLG created a sustainable knowledge base necessary to implement a new teacher training curriculum. An extended version of Vrieling, Van den Beemt, and De Laat’s (2016) Dimensions of Social Learning Framework was used to reveal indicators for sustainable knowledge-creation. The adapted framework – in this chapter abbreviated as DSL-E Framework (E=extended) – was informed by Ehlen’s (2014) Social Capital Model and Wenger, Trayner, and De Laat’s (2011) Value Creation Framework. The usefulness of this adaptation for analysing sustainable knowledge creation was explored with a case study. Results show that the DSL-E Framework is helpful to identify indicators for sustainable knowledge creation. First, the use of the DSL-E Framework revealed the collective knowledge working identity as indicator. A gradual development of distributed leadership as well as an inquiry-based attitude appeared necessary ingredients in this matter. Second, institutional value creation was found an important indicator for sustainable knowledge creation. This indicator says that TLGs should involve all stakeholders when starting a joint enterprise and connect actions to institutional goals right from the start.

Original language	English
Title of host publication	Networked Professional Learning
Subtitle of host publication	Emerging and Equitable Discourses for Professional Development
Editors	Allison Littlejohn, Jimmy Jaldemark, Emmy Vrieling-Teunter, Femke Nijland
Place of Publication	Cham
Publisher	Springer
Chapter	12
Pages	207-222
Number of pages	16
ISBN (Electronic)	9783030180300
ISBN (Print)	9783030180294
DOIs	https://doi.org/10.1007/978-3-030-18030-0_12
Publication status	Published - 2019

Publication series

Series	Research in Networked Learning
ISSN	2570-4524

Keywords

professional development
social capital
social learning
teacher-learning groups
value creation

Access to Document

10.1007/978-3-030-18030-0_12

Chapter 12 Springer Networked learning, TLGs and knowledge creationFinal published version, 349 KBLicence: Taverne

Cite this

Vrieling - Teunter, E., Wopereis, I., van den Beemt, A., de Laat, M., & Brand - Gruwel, S. (2019). Analysing social learning of teacher-learning groups that aim at knowledge creation. In A. Littlejohn, J. Jaldemark, E. Vrieling-Teunter, & F. Nijland (Eds.), Networked Professional Learning: Emerging and Equitable Discourses for Professional Development (pp. 207-222). Springer. https://doi.org/10.1007/978-3-030-18030-0_12

Vrieling - Teunter, Emmy ; Wopereis, Iwan ; van den Beemt, Antoine et al. / Analysing social learning of teacher-learning groups that aim at knowledge creation. Networked Professional Learning: Emerging and Equitable Discourses for Professional Development. editor / Allison Littlejohn ; Jimmy Jaldemark ; Emmy Vrieling-Teunter ; Femke Nijland. Cham : Springer, 2019. pp. 207-222 (Research in Networked Learning).

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abstract = "Teacher-learning groups (TLGs) are an emerging type of collegial collaboration in teacher training colleges. A TLG of teacher educators that was studied aimed to develop a new curriculum for aspirant primary school teachers. This TLG created a sustainable knowledge base necessary to implement a new teacher training curriculum. An extended version of Vrieling, Van den Beemt, and De Laat{\textquoteright}s (2016) Dimensions of Social Learning Framework was used to reveal indicators for sustainable knowledge-creation. The adapted framework – in this chapter abbreviated as DSL-E Framework (E=extended) – was informed by Ehlen{\textquoteright}s (2014) Social Capital Model and Wenger, Trayner, and De Laat{\textquoteright}s (2011) Value Creation Framework. The usefulness of this adaptation for analysing sustainable knowledge creation was explored with a case study. Results show that the DSL-E Framework is helpful to identify indicators for sustainable knowledge creation. First, the use of the DSL-E Framework revealed the collective knowledge working identity as indicator. A gradual development of distributed leadership as well as an inquiry-based attitude appeared necessary ingredients in this matter. Second, institutional value creation was found an important indicator for sustainable knowledge creation. This indicator says that TLGs should involve all stakeholders when starting a joint enterprise and connect actions to institutional goals right from the start.",

keywords = "professional development, social capital, social learning, teacher-learning groups, value creation",

author = "{Vrieling - Teunter}, Emmy and Iwan Wopereis and {van den Beemt}, Antoine and {de Laat}, Maarten and {Brand - Gruwel}, Saskia",

year = "2019",

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isbn = "9783030180294",

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Vrieling - Teunter, E , Wopereis, I, van den Beemt, A, de Laat, M & Brand - Gruwel, S 2019, Analysing social learning of teacher-learning groups that aim at knowledge creation. in A Littlejohn, J Jaldemark, E Vrieling-Teunter & F Nijland (eds), Networked Professional Learning: Emerging and Equitable Discourses for Professional Development. Springer, Cham, Research in Networked Learning, pp. 207-222. https://doi.org/10.1007/978-3-030-18030-0_12

Analysing social learning of teacher-learning groups that aim at knowledge creation. / Vrieling - Teunter, Emmy ; Wopereis, Iwan; van den Beemt, Antoine et al.
Networked Professional Learning: Emerging and Equitable Discourses for Professional Development. ed. / Allison Littlejohn; Jimmy Jaldemark; Emmy Vrieling-Teunter; Femke Nijland. Cham: Springer, 2019. p. 207-222 (Research in Networked Learning).

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

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Vrieling - Teunter E , Wopereis I, van den Beemt A, de Laat M, Brand - Gruwel S. Analysing social learning of teacher-learning groups that aim at knowledge creation. In Littlejohn A, Jaldemark J, Vrieling-Teunter E, Nijland F, editors, Networked Professional Learning: Emerging and Equitable Discourses for Professional Development. Cham: Springer. 2019. p. 207-222. (Research in Networked Learning). doi: 10.1007/978-3-030-18030-0_12

Analysing social learning of teacher-learning groups that aim at knowledge creation

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Publication series

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