Collaborative teacher learning in different primary school settings

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

“…The discourse on social learning reflects the importance of creation and sharing. Central concepts in this context are for instance mutually shared cognition (Van den Bossche, Gijselaers, Segers, & Kirschner, 2006), perceived group efficiency (Strijbos, Martens, Jochems, & Broers, 2004) or quality of team meetings (Doppenberg et al, 2012). Other studies focus on learning behaviour, defined as an on-going process of collective reflection and action characterized by exploring, reflecting, discussing errors and unexpected outcomes, seeking feedback, and experimentation (Savelsbergh, Van der Heijden, & Poell, 2009).…”

“…Traditionally, most teachers carry out their work individually, in their own classroom settings (Doppenberg et al, 2012). This isolated position can harm their continuous learning and development (Lieberman & Pointer-Mace, 2010).…”

“…In this way, a feeling of belonging to the group can be created (De Laat, 2012a). For teacher groups to function and exist, it is important that the participants feel responsible for their group activity by integrating their perspectives and by ensuring an interwoven-ness of individual tasks (Doppenberg et al, 2012) through 'aid and assistance' that allows colleagues to observe each others' teaching practices, 'sharing' or exchanging instructional materials, methods, ideas and opinions, and 'joint work' in which teachers sense a collective responsibility for their teaching (Meirink et al, 2010).…”

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

“…This process of informal learning consists of social interaction and gaining experience from colleagues and peers, and leads to a strengthening of informal relationships (Eraut 2004). 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).…”

“…In countries such as the Netherlands, where this study was conducted, this is encouraged by funding governed by the Ministry of Education and The Netherlands Initiative for Education Research (NRO) for research on teacher learning networks and communities (e.g. Doppenberg, Bakx, and Brok 2012). Despite these initiatives, more needs to be known about how teachers look at networks, how they perceive benefits or disadvantages of learning in networks, and what their motives are for participation or non-participation in such networks.…”