What’s in a name: Dimensions of social learning in teacher groups

Emmy Vrieling*, Antoine Van den Beemt, Maarten De Laat

*Corresponding author for this work

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Abstract

Induced by a literature review, this paper presents a framework of dimensions and indicators highlighting the underpinning aspects and values of social learning within teacher groups. Notions of social networks, communities of practice and learning teams were taken as the main perspectives to influence this social learning framework. The review exercise resulted in four dimensions: (1) practice, (2) domain and value creation, (3) collective identity and (4) organization. The indicators corresponding to these dimensions serve as the foundation for understanding social learning in practice. The framework of dimensions and indicators can be of assistance for researchers as well as teacher groups that aim to assess their views on social learning and analyse whether these views fit the learning goals of the group, or that adjustments are required. In this way, learning processes within groups of teachers can be improved.
Original languageEnglish
Pages (from-to)273-292
Number of pages20
JournalTeachers and Teaching: Theory and Practice
Volume22
Issue number3
Early online date31 Jul 2015
DOIs
Publication statusPublished - 2016

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social learning
teacher
Group
collective identity
learning
learning process
social network
assistance
organization
community
Values

Keywords

  • social learning
  • collaborative learning
  • teacher groups
  • professional development

Cite this

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abstract = "Induced by a literature review, this paper presents a framework of dimensions and indicators highlighting the underpinning aspects and values of social learning within teacher groups. Notions of social networks, communities of practice and learning teams were taken as the main perspectives to influence this social learning framework. The review exercise resulted in four dimensions: (1) practice, (2) domain and value creation, (3) collective identity and (4) organization. The indicators corresponding to these dimensions serve as the foundation for understanding social learning in practice. The framework of dimensions and indicators can be of assistance for researchers as well as teacher groups that aim to assess their views on social learning and analyse whether these views fit the learning goals of the group, or that adjustments are required. In this way, learning processes within groups of teachers can be improved.",
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What’s in a name: Dimensions of social learning in teacher groups. / Vrieling, Emmy; Van den Beemt, Antoine; De Laat, Maarten.

In: Teachers and Teaching: Theory and Practice, Vol. 22, No. 3, 2016, p. 273-292.

Research output: Contribution to journalArticleAcademicpeer-review

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AU - Van den Beemt, Antoine

AU - De Laat, Maarten

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AB - Induced by a literature review, this paper presents a framework of dimensions and indicators highlighting the underpinning aspects and values of social learning within teacher groups. Notions of social networks, communities of practice and learning teams were taken as the main perspectives to influence this social learning framework. The review exercise resulted in four dimensions: (1) practice, (2) domain and value creation, (3) collective identity and (4) organization. The indicators corresponding to these dimensions serve as the foundation for understanding social learning in practice. The framework of dimensions and indicators can be of assistance for researchers as well as teacher groups that aim to assess their views on social learning and analyse whether these views fit the learning goals of the group, or that adjustments are required. In this way, learning processes within groups of teachers can be improved.

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