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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/8470
Title: Stimulating teachers’ learning in networks: Awareness, ability, and appreciation.
Authors: Nijland, Femke
Van Amersfoort, Daniel
Schreurs, Bieke
De Laat, Maarten
Keywords: networked learning
social networks
learning networks
network awareness
teacher professional development
informal learning
primary education
social network analysis
networking skills
value creation framework
value creation
trust building
Issue Date: 2018
Publisher: Routledge
Citation: 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.), Social Capital, Social Networks, Teachers, and Educational Change: Interventions and Outcomes, London: Routledge.
Abstract: A three-phased intervention was designed to stimulate teachers’ learning in networks at five schools for primary education in The Netherlands, drawing on insights from literature on what works in learning in networks. The aim was to study how learning networks could emerge using the existing social networks within the organization. The three-phased intervention consisted of 1) awareness: creating network awareness and accessibility, 2) ability: providing teachers with tools for developing networking skills and 3) appreciation: assessing the network value to create a greater organizational recognition for learning in networks. Eight learning networks were established between five schools, resulting in more learning ties between teachers, new perspectives for participating teachers on the nature of learning and an overall greater recognition of the emancipatory role of networked learning.
URI: http://hdl.handle.net/1820/8470
Appears in Collections:1. T2 Publications, books and conference papers



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