What difference do networks make to teachers’ knowledge?

Révai, Nóra

doi:10.1787/75f11091-en

Cited by 7 publications

(8 citation statements)

References 55 publications

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“…This therefore constitutes another important opportunity for further research. Being able to conclusively demonstrate how learning was used and transformed and what elements might have influenced that transformation would be crucial to develop a better understanding of the effects of professional learning networks (Révai, 2020).…”

Section: Design and Methodsmentioning

confidence: 99%

Cultivating a global professional learning network through a blended-learning program – Levers and barriers to success

Tulowitzki

2020

JPCC

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PurposeThis article reports on a study around a further education, blended-learning program aiming to establish globally active professional learning networks (PLNs). The questions guiding the research were: (1) What levers and barriers to establishing viable networks are identified by its members? (2) What – if any – indications of knowledge transfer within the networks can be identified?Design/methodology/approachThe networking aspect of the study program was analyzed using semi-structured interviews with its recent participants and graduates (n = 22), with the objective of gaining insights into elements that supported the creation and maintenance of a global, student-centered network and community in the program. Additionally, a document analysis of the master theses of all participants since the start of the program (n = 96) was undertaken to look for indications of knowledge transfers from one cultural and/or geographical setting to another.FindingsBlending online exchanges with face-to-face exchanges was seen as helpful in establishing a sustainable network. Additionally, having a low-barrier communication platform where it was socially acceptable to not only communicate about professional but also informal matters was described by virtually all participants as a promoting exchange and cohesion. Furthermore, about a fifth of all analyzed master theses contained indications of knowledge transfer, with instances of incorporating models or concepts from other contexts being the most prominent occurrence.Originality/valueThe findings offer insights into establishing sustainable blended-learning networks. They elaborate on key elements that supported and hindered the creation and viability of such networks. Furthermore, they highlight the importance of formal but also informal spaces for exchange.

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Section: Design and Methodsmentioning

confidence: 99%

Cultivating a global professional learning network through a blended-learning program – Levers and barriers to success

Tulowitzki

2020

JPCC

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“…Některé definice požadují, aby interorganizační síť měla tři a více členů (Raab, 2018;Révai, 2020). V praxi se však i dyády typově stejných škol mezi sítě často zahrnují, neboť i v nich někdy vzniká střední článek koordinace či řízení (Department of Education, 2021).…”

Section: Konceptuální Vymezeníunclassified

Síťování škol: Případová studie Anglie

Pražák¹,

Dvořák²

2022

Orbis Scholae

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Síťování škol se v posledních letech stalo novým nástrojem správy a rozvoje vzdělávacího systému vedle dvou již zavedených forem řízení – hierarchického a tržního modelu. Zejména v Anglii zaujímá spolupráce škol centrální místo v současné vzdělávací politice. Tato single country případová studie popisuje dva hlavní typy vznikajících anglických sítí škol: sítě pro interorganizační učení mezi více a méně úspěšnými školami a sítě škol se společnými řídicímin strukturami. Typologie je doplněna ilustrativními příklady tří konkrétních sítí. V závěru článku poukazujeme na shody a rozdíly v kontextech síťování v Česku a Anglii a uvádíme poznatky o fungování sítí v době pandemie.

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“…Participating in a professional network and professional development programmes allows teachers to develop collective knowledge and deepen professional ties (Révai, 2020).…”

Section: Special Support For Novice Teachers -But Not Onlymentioning

confidence: 99%

All the lonely people

2021

Trends Shaping Education Spotlights

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Everyone feels lonely some of the time. However, chronic loneliness can impair learning, affect physical and mental health, and is even linked to early death. Loneliness is thus not only a personal matter; it is a public health concern. Schools provide spaces and opportunities for friendships. By bringing together students from different backgrounds, education can help forge connections across social groups, strengthen social skills and provide access to activities that are meaningful over a lifetime. It can also build skills needed to prevent or break the negative thought processes associated with chronic loneliness.

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What difference do networks make to teachers’ knowledge?

Cited by 7 publications

References 55 publications

Cultivating a global professional learning network through a blended-learning program – Levers and barriers to success

Cultivating a global professional learning network through a blended-learning program – Levers and barriers to success

Síťování škol: Případová studie Anglie

All the lonely people

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