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Title: What’s in a name: Dimensions of social learning in teacher groups
Authors: Vrieling, Emmy
Van den Beemt, Antoine
De Laat, Maarten
Keywords: social learning
collaborative learning
teacher groups
professional development
Issue Date: 22-Dec-2014
Citation: Vrieling, E., Van den Beemt, A., & De Laat, M. F. (2016). What’s in a name: Dimensions of social learning in teacher groups. Teachers and Teaching: Theory and Practice, 22(3), 273-292. DOI:10.1080/13540602.2015.1058588
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.
Appears in Collections:1. T2 Publications, books and conference papers

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