Teachers’ networks in and out of school

The challenge to professionals of using social media: teachers in England negotiating personal-professional identities

“…Rosie offers a positive example of this when she reported she was happy to invite ex-colleagues into her current network so mixing colleagues who wouldn't normally otherwise meet as some are physically distant. Rosie saw this as a way of keeping current what had been strong and highly valued relationships (Carmichael et al, 2006). These colleagues she had known offline and now continued to keep in touch with online, presumably holding the same mixture of personal-professional i-position towards them.…”

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

“…In line with existing research on networked learning, they would be identified as passive participants and 'listeners' who were able to benefit from a network without giving anything in return (Wise, Hausknecht, and Zhao 2014). These different perceptions highlight the metaphorical value of 'the network' , which evokes different images for different people (Carmichael et al 2006).…”

What’s in a name: dimensions of social learning in teacher groups

“…An external view of the group requires weak ties that can be analysed as distant, infrequent, and not reciprocal. This emphasizes the importance for teacher groups to value both internal and external connections for professional development (Carmichael et al, 2006).…”

“…In the concept of communities of practice (Wenger, 1998), people demonstrate long-lasting social relationships related to their practice and domain. These strong ties can be characterized as proximal, frequent, reciprocal and multi-redundant (Carmichael, Fox, McCormick, Procter, & Honour, 2006) which makes participants experience a strong inward focus that enhances deeper knowledge development.…”