Abstract

Abstract: Learning in professional networks is gaining popularity in teachers’ professional development. To study how teachers evaluated their networks, we developed a questionnaire called the ‘network barometer’ to inquire functioning according to three dimensions based on communities of practice theory: domain, community and practice. We studied 21 face-to-face networks. The findings show that the networks were more focussed on topics (domain) and social cohesion (community) than on practical relevance (practice) and suggest that more attention should be paid to collective outcomes and building a shared repertoire of teaching practices. The findings were discussed in light of face-to-face networks as well as online communities.
Original languageEnglish
Pages (from-to)279-295
JournalInternational Journal of Web Based Communities
Volume12
Issue number3
DOIs
Publication statusPublished - 14 Jul 2016

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Barometers
Teaching
evaluation
learning
community
internet community
social cohesion
teaching practice
popularity
questionnaire
teacher

Keywords

  • learning network
  • community of practice
  • professional development
  • social learning

Cite this

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title = "Evaluation of the functional status of learning networks based on the dimensions defining communities of practice",
abstract = "Abstract: Learning in professional networks is gaining popularity in teachers’ professional development. To study how teachers evaluated their networks, we developed a questionnaire called the ‘network barometer’ to inquire functioning according to three dimensions based on communities of practice theory: domain, community and practice. We studied 21 face-to-face networks. The findings show that the networks were more focussed on topics (domain) and social cohesion (community) than on practical relevance (practice) and suggest that more attention should be paid to collective outcomes and building a shared repertoire of teaching practices. The findings were discussed in light of face-to-face networks as well as online communities.",
keywords = "learning network, community of practice, professional development, social learning",
author = "Celeste Meijs and Fleur Prinsen and {De Laat}, Maarten",
year = "2016",
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language = "English",
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Evaluation of the functional status of learning networks based on the dimensions defining communities of practice. / Meijs, Celeste; Prinsen, Fleur; De Laat, Maarten.

In: International Journal of Web Based Communities, Vol. 12, No. 3, 14.07.2016, p. 279-295.

Research output: Contribution to journalArticleAcademicpeer-review

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AB - Abstract: Learning in professional networks is gaining popularity in teachers’ professional development. To study how teachers evaluated their networks, we developed a questionnaire called the ‘network barometer’ to inquire functioning according to three dimensions based on communities of practice theory: domain, community and practice. We studied 21 face-to-face networks. The findings show that the networks were more focussed on topics (domain) and social cohesion (community) than on practical relevance (practice) and suggest that more attention should be paid to collective outcomes and building a shared repertoire of teaching practices. The findings were discussed in light of face-to-face networks as well as online communities.

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