Stimulating Teachers' Learning in Networks: Awareness, Ability, and Appreciation

Authors

Femke Nijland, Open University of The Netherlands
Daniel L. van Amersfoort, University Of Glasgow
Bieke Schreurs, University College Belgium
Maarten F. de Laat, University of WollongongFollow

RIS ID

131811

Publication Details

Nijland, F., van Amersfoort, D., Schreurs, B. & de Laat, M. (2018). Stimulating Teachers' Learning in Networks: Awareness, Ability, and Appreciation. In S. A. Yoon & K. J. Baker-Doyle (Eds.), Networked By Design: Interventions for Teachers to Develop Social Capital (pp. 152-173). New York, United States: Routledge. https://www.routledge.com/Networked-By-Design-Interventions-for-Teachers-to-Develop-Social-Capital/Yoon-Baker-Doyle/p/book/9781138565340

Abstract

Learning in networks is receiving increased attention in Dutch primary education. It is perceived as a way to stimulate teachers' professional development (Meijs, Prinsen, & De Laat, 2013; Vaessen, Beemt, & De Laat, 2014) and to provide teachers with the opportunity to regulate their own professional development in line with their professional needs (De Laat & Schreurs, 2013). In education, such alignment is particularly important since teachers often perceive their professional development as unrelated to their classroom practice (Lieberman & Pointer Mace, 2008). In addition, learning in networks is believed to lead to a more efficient flow of complex knowledge and routine information within the organization (Coburn, Mata, & Choi, 2013; Granovetter, 1973; Hansen, 1999; Reagans & Mcevily, 2003), stimulate innovative behavior (Coburn et al., 2013; Moolenaar, Daly, & Sleegers, 2010; Thurlings, Evers, & Vermeulen, 2014) and result in a higher job satisfaction (Flap & Volker, 2001; Lovett & Cameron, 2011; Stoll, Bolam, McMahon, Wallace, & Thomas, 2006). In this respect, learning in networks can be perceived as an effective approach to both professional and organizational development.