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

Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review

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 languageEnglish
Title of host publicationNetworked Professional Learning
Subtitle of host publicationEmerging and Equitable Discourses for Professional Development
EditorsAllison Littlejohn, Jimmy Jaldemark, Emmy Vrieling-Teunter, Femke Nijland
Place of PublicationCham
PublisherSpringer
Chapter12
Pages207-222
Number of pages16
ISBN (Electronic)9783030180300
ISBN (Print)9783030180294
DOIs
Publication statusPublished - 2019

Publication series

SeriesResearch in Networked Learning
ISSN2570-4524

Keywords

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

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  • 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. Research in Networked Learning https://doi.org/10.1007/978-3-030-18030-0_12