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 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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