Why network? Theoretical perspectives on networking

Abstract

In recent years, networking and collaboration have become increasingly popular in education. However, there is at present a lack of attention to the theoretical basis of networking, which could illuminate when and when not to network and under what conditions networks are likely to be successful. In this paper, we will attempt to sketch the theoretical background to networking drawing on work in sociology, psychology, and business studies and looking at 4 main theoretical frameworks: constructivism, social capital theory, Durkheimian network theory, and the concept of New Social Movements. We will also explore differences between networks on a number of factors such as goals, activities, density, spread, and power relations.

Toward Conceptual Clarity

“…These sample issues may have influenced our findings. In addition, this study focused solely on school-based, within-school PLCs, while many elementary schools are now exploring ways to engage in PLC initiatives that cross school boundaries and build communities of teachers between, rather than within, schools (e.g., Katz & Earl, 2010;Muijs, West, & Ainscow, 2010). In order to strengthen the validity of our conceptual model, research into the multidimensional, multilevel nature of the concept of PLCs in a variety of settings (i.e., secondary education departments, vocational education, etc.)…”

Collaborative professional development for distributed teacher leadership towards school change

“…In this vein, networking can offer a way to overcome the tensions between the need for professional change and resistance to change in the school culture, and already has sufficient theoretical grounding to demonstrate its benefits in generating pedagogical knowledge and encouraging improvements (Muijs, West and Ainscow 2010;Katz and Earl 2010).…”

Possibilities and Limits to Build an Institutional Culture from the Classroom Practices Shared: the Case of Inclusive Intercultural Education

“…Por ello, la literatura sobre la creación de redes de apoyo profesional señala la importancia de que se consolide una dinámica de cooperación que trate de encontrar objetivos y estrategias similares entre los miembros de la red (Muijs, West y Ainscow, 2010). Los procesos de indagación colaborativa permiten refl exionar sobre los cambios en las prácticas e implican el desarrollo de un lenguaje común con el que los compañeros pueden hablar entre ellos, lo cual afecta a la transformación de la cultura del profesorado.…”