Networked professional learning: relating the formal and the informal
Main Article Content
Abstract
The increasing complexity of the workplace environment requires teachers and professionals in general to tap into their social networks, inside and outside circles of direct colleagues and collaborators, for finding appropriate knowledge and expertise. This collective process of sharing and constructing knowledge can be considered 'networked learning'. The processes involved are informal and largely invisible to the official framework of the organisation. Consequently, a large amount of learning that takes place is unrecognised and the dynamics, impacts and benefits of such networked learning are often overlooked by organisations. This situation brings about tensions between formal and informal processes, which in turn raises issues concerning management and adequate professional development. It also leads to questions about facilitating the creation and exchange of knowledge and expertise within the existing social networks. We examine the mechanisms for an optimal alignment and usage of teachers’ networked learning in the context of schools and professional development. Key questions this paper addresses are: What are the implications of learning through networks for professional development, autonomy, management and leadership? How can networked learning be promoted in the best way possible? Currently, a clear academic understanding in this area is lacking. Taking an interdisciplinary approach, we examine research in the areas of educational and organisational studies. Examining the underpinning values, we identify mechanisms related to learning networks. Our goal is to work towards a description of mechanisms that contribute to an alignment of informal and formal learning of teachers within their workplace: schools.
Article Details
How to Cite
Vaessen, M., Van Den Beemt, A., & De Laat, M. (2014). Networked professional learning: relating the formal and the informal. Frontline Learning Research, 2(2), 56–71. https://doi.org/10.14786/flr.v2i2.92
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Emmerik, H. Van, Jawahar, I. M., Schreurs, B., & Cuyper, N. De. (2011). Social capital, team efficacy and team potency: The mediating role of team learning behaviors. Career Development International, 16(1), 82–99. doi: 10.1108/13620431111107829
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Fox, A., Haddock, J., & Smith, T. (2007). A network biography: reflecting on a journey from birth to maturity of a networked learning community1. Curriculum Journal, 18(3), 287–306. doi: 10.1080/09585170701589918
Fuller, A., & Unwin, L. (2003). Learning as apprentices in the contemporary UK workplace: creating and managing expansive and restrictive participation. Journal of Education and Work, 16(4), 407-426. doi: 10.1080/1363908032000093012
Granovetter, M. (1973). The strength of weak ties. American Journal of Sociology, 78, 1360–1380.
Groot, N., & Homan, T. H. (2012). Strategising as a complex responsive leadership process. International Journal of Learning and Change, 6(3/4), 156. doi: 10.1504/IJLC.2012.050858
Hargreaves, E., Berry, R., Lai, Y. C., Leung, P., Scott, D., & Stobart, G. (2013). Teachers’ experiences of autonomy in Continuing Professional Development: Teacher Learning Communities in London and Hong Kong. Teacher Development 17(1), 19-34 doi: 10.1080/13664530.2012.748686
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York: Teachers College Press.
Hodgson, V., de Laat, M., McConnell, D., Ryberg, Th. (Eds.) (2014) The Design, Experience and Practice of Networked Learning. New York: Springer
Hodkinson, H., and Hodkinson, P. (2005). Improving schoolteachers' workplace learning. Research papers in education, 20(2), 109-131. doi: 10.1080/02671520500077921
Holmes, D. (2004). Nuts, bolts, levers and cranks: designing enquiry-based learning in Hartlepool. Improving Schools, 7(2), 121–128. doi: 10.1177/1365480204047344
Hökkä, P., & Eteläpelto, A. (2013). Seeking New Perspectives on the Development of Teacher Education: A Study of the Finnish Context. Journal of Teacher Education, 65(1), 39–52. doi: 10.1177/0022487113504220
Hulsbos, F., Anderson, I., Kessels, J., & Wassink, H. (2012). Professionele ruimte en gespreid leiderschap [Professional autonomy and distributed leadership]. LOOK Report 37, Open University, the Netherlands.
Imants, J., Wubbels, T., & Vermunt, J. D. (2013). Teachers’ Enactments of Workplace Conditions and Their Beliefs and Attitudes toward Reform. Vocations and Learning, 6(3), 323–346. doi: 10.1007/s12186-013-9098-0
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Kubiak, C. (2009). Working the Interface: Brokerage and Learning Networks. Educational Management Administration & Leadership, 37(2), 239–256. doi: 10.1177/1741143208100300
Kubiak, C., & Bertram, J. (2010). Facilitating the development of school-based learning networks. Journal of Educational Administration, 48(1), 31–47. doi: 10.1108/09578231011015403
Lieberman, A. (2000). Networks as learning communities shaping the future of teacher development. Journal of teacher education, 51(3), 221-227. doi: 10.1177/0022487100051003010
McCormick, R. (2010). The state of the nation in CPD: a literature review. Curriculum Journal, 21(4), 395–412. doi: 10.1080/09585176.2010.529643
McGuire, D., & Gubbins, C. (2010). The slow death of formal learning: A polemic. Human Resource Development Review, 9(3), 249-265. doi: 10.1177/1534484310371444
Moses, A. S., Skinner, D. H., Hicks, E., & O’Sullivan, P. S. (2009). Developing an educator network: the effect of a teaching scholars program in the health professions on networking and productivity. Teaching and Learning in Medicine, 21(3), 175–9. doi: 10.1080/10401330903014095
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Penuel, W. R., Riel, M., Joshi, a., Pearlman, L., Kim, C. M., & Frank, K. a. (2010). The Alignment of the Informal and Formal Organizational Supports for Reform: Implications for Improving Teaching in Schools. Educational Administration Quarterly, 46(1), 57–95. doi: 10.1177/1094670509353180
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