Teachers’ motives for learning in networks: costs, rewards and community interest

Beemt, Aaj Antoine van den; Ketelaar, Evelien; Diepstraten, Isabelle; Laat, Maarten de

doi:10.1080/00131881.2018.1426391

Cited by 19 publications

(13 citation statements)

References 32 publications

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“…Organisation, finally, refers to the extent to which the members share social norms, the extent to which they are self-organised based on hierarchical or equal relationships and the extent to which they have a focus on local or global activities. Research shows a positive impact of the indicators of these four dimensions and the perceived sense of community and learning (Schreurs et al 2014;Van den Beemt et al 2018). For example, networks whose participants perceive the network as a team and show attention to each other both professionally and informally, who have an open attitude towards their work and development, and a supportive attitude toward non-participants are represented in the DSL-framework with high scores on indicators such as social activities, broadening and deepening knowledge, mutual engagement and a shared interactional repertoire (see also Raes et al 2017).…”

Section: Interdisciplinary Engineering Education and Networked Learningmentioning

confidence: 99%

Networked learning to educate future energy transition professionals: results from a case study

Huijben

Beemt

Wieczorek

et al. 2021

European Journal of Engineering Education

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Society is in strong need to change the way in which energy is produced and consumed. To cope with this complex challenge, integration of knowledge from different disciplines is needed. This paper shows how an interdisciplinary educational approach called networked learning combined with sustainability transition theories can help groups of engineering students to address pressing societal challenges such as the energy transition. A series of 8 workshops was held with an interdisciplinary engineering student team of a University of Technology. Networked learning within the student team showed an ad-hoc character, mainly caused by shifting student constellations during workshops. Workshops focusing on short-term goals resulted in more concrete output. The team showed a high level of equality amongst members and actively reflected on organisational aspects of their learning process. Sustainability transitions concepts and theories that integrate multiple disciplinary perspectives further supported the learning process and helped to guide strategic decision making.

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Section: Interdisciplinary Engineering Education and Networked Learningmentioning

confidence: 99%

Networked learning to educate future energy transition professionals: results from a case study

Huijben

Beemt

Wieczorek

et al. 2021

European Journal of Engineering Education

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“…Today, in places like Flanders, schools are parts of local communities and in the Netherlands there are not only collaborations with other schools, but also support processes with community organizations and public services (Muijs, 2015). Similarly, the published study in the Netherlands by Van Den Beemt et al (2018) focuses on learning in networks as a form of teacher professional learning.…”

Section: Context Mattersmentioning

confidence: 99%

The emergence of professional learning networks in Spain

Abellán

2019

JPCC

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Purpose The purpose of this paper is to construct a policy map of professional learning networks (PLNs) in Spain. It includes initiatives prompted in Spanish schools in which social, political, cultural and educational elements are integrated. At the same time, it analyses which organization promotes each of the networks, the objectives pursued and the scope of the network in the territory in which it is created. Design/methodology/approach The methodology followed is essentially descriptive and incorporates the first experiences with school networks which have been disseminated in the Spanish literature. It stimulates reflection on the role networks are expected to play in relation to local developments in this specific school system. Findings The cases described (Castellon, Catalonia, Malaga and Seville) suggest a way forward for practitioners to advance toward an educational paradigm based on greater collaboration. This includes a partnership approach among professionals within and across classrooms, schools, communities, districts and education systems. In particular, the results place the focus of the network on the prevalence of the following school classification, included schools (community networks linking to the territory), extended schools (socio-educational networks), equity schools (equity fostering networks) and partnership schools (school-to-school support networks), whose objectives and scopes are reviewed. Research limitations/implications With the Spanish context in mind, it is essential to recognize that more empirical evidence is still needed to make a significant contribution toward building knowledge in this research line. Indeed, sustainability seems to be an important point to consider in a short-term world where quick-fix solutions are required. However, PLNs need time to know how beneficial they really are, for example, in terms of student outcomes and school improvement. Practical implications The argument developed assumes networks as a mirror wherein the present and future of education takes place. In this sense, the scientific and educational communities have both a challenge and an opportunity to rethink the potential of networking and collaboration in education. The article tries to be attractive to a specialized reader or one simply interested in the problem of networks in education and the reality of PLNs in Spain. Social implications The network society demands a network school environment where communities are part of a local character strategy. Originality/value This document offers an interesting view on networks that not only focus on education but on social and welfare issues and it aims to target education from a broader perspective; so resulting in opening schools to the community, which is not a widely covered topic in education research. In summary, the paper can be considered as a pioneer study in the Spanish context, which contains valuable information about PLNs, their origin and current status in this part of the world.

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“…However, in every program that will be held by the community has a very important role because without the participation of the community, every program that will be carried out will be in vain [11], [12]. Like what is found in Tanah Merah Urban Village, Binjai City, there are still many people who drop out of school.…”

Section: Introductionmentioning

confidence: 99%

“…However, community participation in the implementation of non-formal education programs is very necessary, because the success or failure of a program because it is very dependent on the size of community participation in development, with community participation or public participation, the planned program will achieve its objectives [13], [11], [14]. So, in this study the focus of research lies in how the level of community participation in the implementation of senior high school equality education programs in PKBM Cahaya.…”

Section: Introductionmentioning

confidence: 99%

Community Participation within the Implementation of the Senior High School Equality Education Program in PKBM Cahaya

Nainggolan¹,

Susanti²,

Silitonga³

et al. 2019

Proceedings of the 5th International Conference on Education and Technology (ICET 2019)

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The problem in this study was that community participation in the implementation of the senior high school equality education program in PKBM Cahaya has not been optimal, how is the form of community participation in the implementation of the equality education program. This type of research used in this research is quantitative descriptive research that is identifying data in the effort to dissect the problem under study by describing the object of research based on research location research as it is by using frequency distribution calculations, and the percentage figures, data collection techniques using a questionnaire. The sample in this study was the community of Tanah Merah Village who participated in the senior high school equality education program at PKBM Cahaya Kota Binjai as many as 80 peoples. The results of the recapitulation study as a whole sample showed that community participation in the implementation of the Senior high school equality education program organized by PKBM Cahaya is still low, especially in the participation of ideas and labor participation, even if viewed partially, such participation is not necessarily negative because there are several sub-indicators that indicate high participation in supporting the equality program.

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Teachers’ motives for learning in networks: costs, rewards and community interest

Cited by 19 publications

References 32 publications

Networked learning to educate future energy transition professionals: results from a case study

Networked learning to educate future energy transition professionals: results from a case study

The emergence of professional learning networks in Spain

Community Participation within the Implementation of the Senior High School Equality Education Program in PKBM Cahaya

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