This study searches for guidelines to facilitate teacher-learning groups (TLGs) that aim to create sustainable knowledge (i.e., knowledge-creating TLGs). The ‘Dimensions of Social Learning (DSL) Framework’ is applied as a starting point to analyse the groups’ social configuration. The study explores the integration of two theories (social capital and value creation) into the DSL Framework in order to broaden the sustainable knowledge-creation perspective. To test the usability of the extended framework we conducted a case study in a primary teacher training college in the Netherlands. We found that both theories added features of knowledge creation to the DSL Framework: social capital in a process-oriented manner and value creation in a product-oriented way. For the facilitation of knowledge-creating TLGs, the collective knowledge working identity is an important indicator. A gradual development of both spread leadership and an inquiry-based attitude are important for this indicator. Institutional value creation is a second indicator. This indicator says that TLGs should involve all stakeholders when starting a joint enterprise and connect actions to institutional goals right from the start.
|Number of pages||4|
|Publication status||Published - Nov 2017|
- teacher learning groups
- networked learning