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

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.

Social Media – New Form Of Learning Community

“…Learning through social interaction may improve practices (Van Maele, Moolenaar, Daly, 2015), add new values in knowledge area (Schechter, Sykes, Rosenfeld, 2008), and give the teachers a sense of collective identity (Vrieling, Van den Beemt, De Laat, 2016). Based on social capital theory, we argue that teachers form networks or take part of learning community to access new and shared relational resources (attitudes, knowledge, ideas, practices etc.).…”

“…The structure of teacher groups who learn can take different forms depending on their developmental needs, taking the form of either a network or a community (Vrieling, Van den Beemt, De Laat, 2016). Learning through social interaction may improve practices (Van Maele, Moolenaar, Daly, 2015), add new values in knowledge area (Schechter, Sykes, Rosenfeld, 2008), and give the teachers a sense of collective identity (Vrieling, Van den Beemt, De Laat, 2016).…”

“…This definition highlights the constructive nature of these social learning activities representing the search for solutions to current and challenges, as well as the construction in a collaboratively manner of new concepts (Vrieling, Van den Beemt, De Laat, 2016). "Teams" are considered to be groups of coworkers, sharing a common goal.…”

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

“…We suggest that the Dimensions of Social Learning framework (DSL) is helpful to describe participants' experiences of the processes in a learning network: in particular, the social structure of a network and its accompanying exchange factors (Vrieling, van den Beemt, and de Laat 2016). The framework consists of four dimensions: practice, domain and value creation, collective identity and organisation.…”

“…Access to networks resulting from these informal relationships has become an important aspect of continued professional learning (Chapman and Hadfield 2010;Doppenberg, Bakx, and Brok 2012;Lieberman and Pointer Mace 2010). Learning in networks can give teachers the opportunity to develop themselves in a flexible way together with colleagues, by focusing on shared learning needs and at the same time staying close to their own teaching practices (Vrieling, van den Beemt, and de Laat 2016).…”