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


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
Number of pages19
ISBN (Electronic)9783030180300
ISBN (Print)9783030180294
Publication statusPublished - 12 Jul 2019

Publication series

SeriesResearch in Networked Learning


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

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