@inbook{6f193df26e8c4c5ab78b455fbff3bdc4,
title = "Analysing social learning of teacher-learning groups that aim at knowledge creation",
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",
doi = "10.1007/978-3-030-18030-0_12",
language = "English",
isbn = "9783030180294",
series = "Research in Networked Learning",
publisher = "Springer",
pages = "207--222",
editor = "Allison Littlejohn and Jimmy Jaldemark and Emmy Vrieling-Teunter and Femke Nijland",
booktitle = "Networked Professional Learning",
address = "United States",
}