Facilitating social learning in teacher education

Development of a questionnaire for practise

Research output: Contribution to conferencePaperAcademic

Abstract

Participating in networks for learning and knowledge sharing has become an important part of teachers’ lifelong professional development. Teachers develop networks within and outside schools that help them to learn, solve problems, and innovate. Access to such networks supports teachers to deal with the increasing complexity of their work. To support professional development in teacher networks or teacher learning groups (TLGs) we developed a questionnaire based on the Dimensions of Social Learning (DSL) Framework of Vrieling, Van den Beemt, and De Laat (2016). A two-phase research design was applied to construct and validate the questionnaire. The first phase (a case study) resulted in observation criteria for assessing the social configuration in TLGs. The second phase (a score validation study) resulted in a 31-item questionnaire for measuring such configuration. This questionnaire met initial standards of reliability and validity. Two additional research activities (i.e., complementary score validation and a confirmatory factor analysis) are planned to optimize questionnaire quality.
Original languageEnglish
Number of pages2
Publication statusPublished - 13 Nov 2018
EventEAPRIL 2018: Education & Learning sans frontières - the Grand Hotel Bernardin, Portorož, Slovenia
Duration: 12 Nov 201814 Nov 2018
Conference number: 13
https://www.eapril.org/eapril-2018

Conference

ConferenceEAPRIL 2018
CountrySlovenia
CityPortorož
Period12/11/1814/11/18
Internet address

Fingerprint

social learning
questionnaire
teacher
education
learning
research planning
factor analysis
Group
school
knowledge

Keywords

  • sociaal leren
  • dimensies van sociaal leren
  • Vragenlijstenvalidatie
  • social interaction
  • continuing professional development of teachers
  • Collaborative learning
  • initial teacher education (pre-service)

Cite this

@conference{008601dc04724425b7d3453d03eac06c,
title = "Facilitating social learning in teacher education: Development of a questionnaire for practise",
abstract = "Participating in networks for learning and knowledge sharing has become an important part of teachers’ lifelong professional development. Teachers develop networks within and outside schools that help them to learn, solve problems, and innovate. Access to such networks supports teachers to deal with the increasing complexity of their work. To support professional development in teacher networks or teacher learning groups (TLGs) we developed a questionnaire based on the Dimensions of Social Learning (DSL) Framework of Vrieling, Van den Beemt, and De Laat (2016). A two-phase research design was applied to construct and validate the questionnaire. The first phase (a case study) resulted in observation criteria for assessing the social configuration in TLGs. The second phase (a score validation study) resulted in a 31-item questionnaire for measuring such configuration. This questionnaire met initial standards of reliability and validity. Two additional research activities (i.e., complementary score validation and a confirmatory factor analysis) are planned to optimize questionnaire quality.",
keywords = "sociaal leren, dimensies van sociaal leren, Vragenlijstenvalidatie, social interaction, continuing professional development of teachers, Collaborative learning, initial teacher education (pre-service)",
author = "{Vrieling - Teunter}, E.M. and I.G.J.H. Wopereis",
year = "2018",
month = "11",
day = "13",
language = "English",
note = "EAPRIL 2018 : Education & Learning sans fronti{\`e}res ; Conference date: 12-11-2018 Through 14-11-2018",
url = "https://www.eapril.org/eapril-2018",

}

Facilitating social learning in teacher education : Development of a questionnaire for practise. / Vrieling - Teunter, E.M.; Wopereis, I.G.J.H.

2018. Paper presented at EAPRIL 2018, Portorož, Slovenia.

Research output: Contribution to conferencePaperAcademic

TY - CONF

T1 - Facilitating social learning in teacher education

T2 - Development of a questionnaire for practise

AU - Vrieling - Teunter, E.M.

AU - Wopereis, I.G.J.H.

PY - 2018/11/13

Y1 - 2018/11/13

N2 - Participating in networks for learning and knowledge sharing has become an important part of teachers’ lifelong professional development. Teachers develop networks within and outside schools that help them to learn, solve problems, and innovate. Access to such networks supports teachers to deal with the increasing complexity of their work. To support professional development in teacher networks or teacher learning groups (TLGs) we developed a questionnaire based on the Dimensions of Social Learning (DSL) Framework of Vrieling, Van den Beemt, and De Laat (2016). A two-phase research design was applied to construct and validate the questionnaire. The first phase (a case study) resulted in observation criteria for assessing the social configuration in TLGs. The second phase (a score validation study) resulted in a 31-item questionnaire for measuring such configuration. This questionnaire met initial standards of reliability and validity. Two additional research activities (i.e., complementary score validation and a confirmatory factor analysis) are planned to optimize questionnaire quality.

AB - Participating in networks for learning and knowledge sharing has become an important part of teachers’ lifelong professional development. Teachers develop networks within and outside schools that help them to learn, solve problems, and innovate. Access to such networks supports teachers to deal with the increasing complexity of their work. To support professional development in teacher networks or teacher learning groups (TLGs) we developed a questionnaire based on the Dimensions of Social Learning (DSL) Framework of Vrieling, Van den Beemt, and De Laat (2016). A two-phase research design was applied to construct and validate the questionnaire. The first phase (a case study) resulted in observation criteria for assessing the social configuration in TLGs. The second phase (a score validation study) resulted in a 31-item questionnaire for measuring such configuration. This questionnaire met initial standards of reliability and validity. Two additional research activities (i.e., complementary score validation and a confirmatory factor analysis) are planned to optimize questionnaire quality.

KW - sociaal leren

KW - dimensies van sociaal leren

KW - Vragenlijstenvalidatie

KW - social interaction

KW - continuing professional development of teachers

KW - Collaborative learning

KW - initial teacher education (pre-service)

M3 - Paper

ER -