Value Creation in Teacher Learning Networks

Daniël van Amersfoort, Monique Korenhof, Femke Nijland, Maarten de Laat, Marjan Vermeulen

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

Abstract

Research shows that teacher professional learning is most effective when it is characterised by active engagement of teachers, a direct connection to their daily practice, and high levels of collaboration. Increasingly, networked professional learning is promoted to enable teachers to make better use of the potential of their social context and improve the quality of their learning. This chapter explores value creation in teacher learning networks and investigates how value creation is affected by contextual factors. The study was conducted in two projects that aimed to promote and facilitate teachers’ networked professional learning. The findings showed little difference in teachers’ networked learning activity itself, but substantial differences were found in leadership commitment, time, and opportunity for networked learning and voluntary network participation. Overall, the study shows how creating connections between teachers may lead them to redefine their idea of what learning could be like and reframe the value of their peers for learning. Interestingly, the combination of committed leadership and mandatory network involvement appeared to have helped teachers to have positive networked professional learning experiences.
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
Chapter11
Pages187-205
Number of pages19
ISBN (Electronic)9783030180300
ISBN (Print)9783030180294
DOIs
Publication statusPublished - 12 Jul 2019

Publication series

SeriesResearch in Networked Learning (RINL)
ISSN2570-4524

Fingerprint

teacher
learning
leadership
commitment
participation
Values
experience

Keywords

  • Professional learning
  • School leadership
  • Social learning
  • Teacher networks
  • Value creation

Cite this

van Amersfoort, D., Korenhof, M., Nijland, F., de Laat, M., & Vermeulen, M. (2019). Value Creation in Teacher Learning Networks. In A. Littlejohn, J. Jaldemark, E. Vrieling-Teunter, & F. Nijland (Eds.), Networked Professional Learning: Emerging and Equitable Discourses for Professional Development (pp. 187-205). Cham: Springer. Research in Networked Learning (RINL) https://doi.org/10.1007/978-3-030-18030-0_11
van Amersfoort, Daniël ; Korenhof, Monique ; Nijland, Femke ; de Laat, Maarten ; Vermeulen, Marjan. / Value Creation in Teacher Learning Networks. Networked Professional Learning: Emerging and Equitable Discourses for Professional Development. editor / Allison Littlejohn ; Jimmy Jaldemark ; Emmy Vrieling-Teunter ; Femke Nijland. Cham : Springer, 2019. pp. 187-205 (Research in Networked Learning (RINL)).
@inbook{5fa90e871569496bba111658b6454a19,
title = "Value Creation in Teacher Learning Networks",
abstract = "Research shows that teacher professional learning is most effective when it is characterised by active engagement of teachers, a direct connection to their daily practice, and high levels of collaboration. Increasingly, networked professional learning is promoted to enable teachers to make better use of the potential of their social context and improve the quality of their learning. This chapter explores value creation in teacher learning networks and investigates how value creation is affected by contextual factors. The study was conducted in two projects that aimed to promote and facilitate teachers’ networked professional learning. The findings showed little difference in teachers’ networked learning activity itself, but substantial differences were found in leadership commitment, time, and opportunity for networked learning and voluntary network participation. Overall, the study shows how creating connections between teachers may lead them to redefine their idea of what learning could be like and reframe the value of their peers for learning. Interestingly, the combination of committed leadership and mandatory network involvement appeared to have helped teachers to have positive networked professional learning experiences.",
keywords = "Professional learning, School leadership, Social learning, Teacher networks, Value creation",
author = "{van Amersfoort}, Dani{\"e}l and Monique Korenhof and Femke Nijland and {de Laat}, Maarten and Marjan Vermeulen",
year = "2019",
month = "7",
day = "12",
doi = "10.1007/978-3-030-18030-0_11",
language = "English",
isbn = "9783030180294",
series = "Research in Networked Learning (RINL)",
publisher = "Springer",
pages = "187--205",
editor = "Littlejohn, {Allison } and Jimmy Jaldemark and Emmy Vrieling-Teunter and Femke Nijland",
booktitle = "Networked Professional Learning",

}

van Amersfoort, D, Korenhof, M, Nijland, F, de Laat, M & Vermeulen, M 2019, Value Creation in Teacher Learning Networks. in A Littlejohn, J Jaldemark, E Vrieling-Teunter & F Nijland (eds), Networked Professional Learning: Emerging and Equitable Discourses for Professional Development. Springer, Cham, Research in Networked Learning (RINL), pp. 187-205. https://doi.org/10.1007/978-3-030-18030-0_11

Value Creation in Teacher Learning Networks. / van Amersfoort, Daniël; Korenhof, Monique; Nijland, Femke; de Laat, Maarten; Vermeulen, Marjan.

Networked Professional Learning: Emerging and Equitable Discourses for Professional Development. ed. / Allison Littlejohn; Jimmy Jaldemark; Emmy Vrieling-Teunter; Femke Nijland. Cham : Springer, 2019. p. 187-205 (Research in Networked Learning (RINL)).

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

TY - CHAP

T1 - Value Creation in Teacher Learning Networks

AU - van Amersfoort, Daniël

AU - Korenhof, Monique

AU - Nijland, Femke

AU - de Laat, Maarten

AU - Vermeulen, Marjan

PY - 2019/7/12

Y1 - 2019/7/12

N2 - Research shows that teacher professional learning is most effective when it is characterised by active engagement of teachers, a direct connection to their daily practice, and high levels of collaboration. Increasingly, networked professional learning is promoted to enable teachers to make better use of the potential of their social context and improve the quality of their learning. This chapter explores value creation in teacher learning networks and investigates how value creation is affected by contextual factors. The study was conducted in two projects that aimed to promote and facilitate teachers’ networked professional learning. The findings showed little difference in teachers’ networked learning activity itself, but substantial differences were found in leadership commitment, time, and opportunity for networked learning and voluntary network participation. Overall, the study shows how creating connections between teachers may lead them to redefine their idea of what learning could be like and reframe the value of their peers for learning. Interestingly, the combination of committed leadership and mandatory network involvement appeared to have helped teachers to have positive networked professional learning experiences.

AB - Research shows that teacher professional learning is most effective when it is characterised by active engagement of teachers, a direct connection to their daily practice, and high levels of collaboration. Increasingly, networked professional learning is promoted to enable teachers to make better use of the potential of their social context and improve the quality of their learning. This chapter explores value creation in teacher learning networks and investigates how value creation is affected by contextual factors. The study was conducted in two projects that aimed to promote and facilitate teachers’ networked professional learning. The findings showed little difference in teachers’ networked learning activity itself, but substantial differences were found in leadership commitment, time, and opportunity for networked learning and voluntary network participation. Overall, the study shows how creating connections between teachers may lead them to redefine their idea of what learning could be like and reframe the value of their peers for learning. Interestingly, the combination of committed leadership and mandatory network involvement appeared to have helped teachers to have positive networked professional learning experiences.

KW - Professional learning

KW - School leadership

KW - Social learning

KW - Teacher networks

KW - Value creation

U2 - 10.1007/978-3-030-18030-0_11

DO - 10.1007/978-3-030-18030-0_11

M3 - Chapter

SN - 9783030180294

T3 - Research in Networked Learning (RINL)

SP - 187

EP - 205

BT - Networked Professional Learning

A2 - Littlejohn, Allison

A2 - Jaldemark, Jimmy

A2 - Vrieling-Teunter, Emmy

A2 - Nijland, Femke

PB - Springer

CY - Cham

ER -

van Amersfoort D, Korenhof M, Nijland F, de Laat M, Vermeulen M. Value Creation in Teacher Learning Networks. In Littlejohn A, Jaldemark J, Vrieling-Teunter E, Nijland F, editors, Networked Professional Learning: Emerging and Equitable Discourses for Professional Development. Cham: Springer. 2019. p. 187-205. (Research in Networked Learning (RINL)). https://doi.org/10.1007/978-3-030-18030-0_11