Stimulating teachers’ learning in networks: Awareness, ability, and appreciation

Femke Nijland, Daniel Van Amersfoort, Bieke Schreurs, Maarten De Laat

    Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review


    A three-phased intervention was designed to stimulate teachers’ learning in networks at five schools for primary education in The Netherlands, drawing on insights from literature on what works in learning in networks. The aim was to study how learning networks could emerge using the existing social networks within the organization. The three-phased intervention consisted of 1) awareness: creating network awareness and accessibility, 2) ability: providing teachers with tools for developing networking skills and 3) appreciation: assessing the network value to create a greater organizational recognition for learning in networks. Eight learning networks were established between five schools, resulting in more learning ties between teachers, new perspectives for participating teachers on the nature of learning and an overall greater recognition of the emancipatory role of networked learning.
    Original languageEnglish
    Title of host publicationNetworked By Design
    Subtitle of host publicationInterventions for Teachers to Develop Social Capital
    EditorsS.A. Yoon, K.J. Baker-Doyle
    Place of PublicationLondon
    Number of pages22
    ISBN (Print)9781138565340
    Publication statusPublished - 2018


    • networked learning
    • social networks
    • learning networks
    • network awareness
    • teacher professional development
    • informal learning
    • primary education
    • social network analysis
    • networking skills
    • value creation framework
    • value creation
    • trust building


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