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

NameResearch in Networked Learning
PublisherSpringer
ISSN (Print)2570-4524
ISSN (Electronic)2570-4532

Fingerprint

social learning
teacher
learning
Group
teachers' training college
collective knowledge
curriculum
primary school teacher
teacher training
social capital
stakeholder
educator
leadership

Keywords

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

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). (Research in Networked Learning). Cham: Springer. https://doi.org/10.1007/978-3-030-18030-0_12
Vrieling - Teunter, Emmy ; Wopereis, Iwan ; van den Beemt, Antoine ; de Laat, Maarten ; Brand - Gruwel, Saskia. / 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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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. Research in Networked Learning, Springer, Cham, 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; de Laat, Maarten; Brand - Gruwel, Saskia.

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 proceedingChapterAcademicpeer-review

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PB - Springer

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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). https://doi.org/10.1007/978-3-030-18030-0_12