De ontwikkeling van de onderzoekende houding van leerkrachten basisonderwijs binnen leernetwerken

Gezien het belang van sociaal leren en de onderzoekende houding voor de professionele ontwikkeling van leraren volgen we in een tweejarig longitudinaal onderzoek lerarennetwerken bestaande uit basisschoolleerkrachten, pabostudenten, lerarenopleiders en onderzoekers. Onze studie richt zich op de ontwikkeling van de onderzoekende houding van de netwerkdeelnemers en probeert antwoord te geven op de vraag hoe dit samenhangt met de sociale configuratie van de netwerken. De eerste resultaten laten zien dat de onderzoekende houding zich positief ontwikkelt en dat er een positieve relatie is tussen de onderzoekende houding en de sociale configuratie van de netwerken. Belangrijke voorwaarden voor de ontwikkeling van een onderzoekende houding zijn openstaan voor feedback, de beschikbare ruimte voor reflectie op eigen handelen en de uitwisseling van expertise

Group Concept Mapping als startpunt van ontwerpgericht onderzoek in het primair onderwijs

In deze studie onderzoeken we de vraag of Trochim’s Group Concept Mapping (GCM) een bruikbare methode is om een gemeenschappelijk mentaal model (‘shared mental model’) op te stellen van een thema dat centraal staat in ontwerpgericht onderzoek. In een meervoudige gevalsstudie (n=3) die is uitgevoerd in het primair onderwijs zijn processen, producten en toepassing van GCM in drie onderzoeksprojecten onderzocht. Resultaten van analyses van transcripties van discussies (gericht op GCM-proces), concept maps (gericht op GCM-product) en gekozen probleemstelling (gericht op GCM-toepassing) laten zien dat de uit de GCM voortgekomen gemeenschappelijke mentale modellen bruikbaar waren voor probleemselectie en –analyse in de analysefase van de ontwerpgerichte onderzoeksprojecten

Students’ basic psychological needs in blended teacher learning groups

IntroductionStudent teachers (henceforth: students) in higher education often experience feelings of emotional loneliness that negatively impact upon their well-being and motivation to learn. Consequently, the importance of social learning for students has gained increased prominence, with Teacher Learning Groups (TLGs), that is, social configurations in which students, in-service teachers, and teacher educators, sometimes supplemented by researchers and/or experts, collaboratively learn through social interactions, being introduced in teacher training institutes. Ordinarily, TLGs organized their meetings face-to-face; however, due to COVID-19 measures, they had to rapidly transition to blended meetings, which in turn impacted upon students’ basic psychological needs.MethodsIn the present study, a convergent parallel mixed-methods design was utilized. The variables Social Configurations (Practice integration, Long-term orientation and goals; Shared identity and equal relationships) and Basic Psychological Needs (Competence, Autonomy, Relatedness) were assessed through the use of qualitative interviews and by administering two online quantitative surveys: the “Dimensions of Social Learning Questionnaire” and the “Basic Psychological Need Satisfaction and Frustration Scale”. Seventy students completed the questionnaires, while 14 students were interviewed. The students were recruited from four teacher training institutes.ResultsThe analyses reveal that the more students perceive Shared identity and equal relationships in blended TLGs, the greater the fulfillment of Basic Psychological Needs they experience. Moreover, the more students experience the fulfillment of the need for Competence, the more students perceive TLGs’ Social Configurations.DiscussionBased on the findings, we conclude that, although in-depth learning is more challenging during distance learning, blended TLGs are valuable for students’ Basic Psychological Needs during unpredictable times

Networked Learning in 2021: A Community Definition

Introduction (Networked Learning Editorial Collective): Since the turn of this century, much of the world has undergone a tectonic socio-technological change. Computers have left the isolated basements of research institutes and entered people's homes. Network connectivity has advanced from slow and unreliable modems to high-speed broadband. Devices have evolved: from stationary desktop computers to ever-present, always-connected smartphones. These developments have been accompanied by new digital practices, and changing expectations, not least in education, where enthusiasm for digital technologies has been kindled by quite contrasting sets of values. For example, some critical pedagogues working in the traditions of Freire and Illich have understood computers as novel tools for political and social emancipation, while opportunistic managers in cash-strapped universities have seen new opportunities for saving money and/or growing revenues. Irrespective of their ideological leanings, many of the early attempts at marrying technology and education had some features in common: instrumentalist understanding of human relationships with technologies, with a strong emphasis on practice and 'what works'. It is now clear that, in many countries, managerialist approaches have provided the framing, while local constraints and exigencies have shaped operational details, in fields such as e-learning, Technology Enhanced Learning, and others waving the 'Digital' banner. Too many emancipatory educational movements have ignored technology, burying their heads in the sand, or have wished it away, subscribing toa new form of Luddism, even as they sense themselves moving to the margins. But this situation is not set in stone. Our postdigital reality results from a complex interplay between centres and margins. Furthermore, the concepts of centres and margins 'have morphed into formations that we do not yet understand, and they have created (power) relationships which are still unsettled. The concepts … have not disappeared, but they have become somewhat marginal in their own right.' (Jandrić andHayes 2019) Social justice and emancipation are as important as ever, yet they require new theoretical reconfigurations and practices fit for our socio-technological moment. In the 1990s, networked learning (NL) emerged as a critical response to dominant discourses of the day. NL went against the grain in two main ways. First, it embarked on developing nuanced understandings of relationships between humans and technologies; understandings which reach beyond instrumentalism and various forms of determinism. Second, NL embraced the emancipatory agenda of the critical pedagogy movement and has, in various ways, politically committed to social justice (Beaty et al. 2002; Networked Learning Editorial Collective 2020). Gathered around the biennial Networked Learning Conference,1 the Research in NetworkedLearning book series,2 and a series of related projects and activities, the NL community has left a significant trace in educational transformations over the last few decades. Twenty years ago, founding members of the NL community offered a definition of NL which has strongly influenced the NL community’s theoretical perspectives and research approaches (Goodyear et al. 2004).3 Since then, however, the world has radically changed. With this in mind, the Networked Learning Editorial Collective (NLEC) recently published a paper entitled 'Networked Learning: InvitingRedefinition' (2020). In line with NL's critical agenda, a core goal for the paper was to open up a broad discussion about the current meaning and understandings of NL and directions for its further development. The current collectively authored paper presents the responses to the NLEC's open call. With 40 contributors coming from six continents and working across many fields of education, the paper reflects the breadth and depth of current understandings of NL. The responses have been collated, classified into main themes, and lightly edited for clarity. One of the responders, Sarah Hayes, was asked to write aconclusion. The final draft paper has undergone double open review. The reviewers, Laura Czerniewicz and Jeremy Knox, are acknowledged as authors. Our intention, in taking this approach, has been to further stimulate democratic discussion about NL and to prompt some much-needed community-building.lic

Planches

Planches. In: Bulletin Hispanique, tome 3, n°2, 1901. pp. 208-208

Assessing social configurations in teacher learning groups: the ‘Dimensions of Social Learning Questionnaire’

Increasingly, teacher learning groups (TLGs) are being deployed as a way to realise high-quality educational designs. There is a need for monitoring and for insights into the development of TLGs. Therefore, in the present study, the ‘Dimensions of Social Learning Questionnaire’ (DSL-Q) is developed that can be used to map the social configuration of TLGs. This article describes the validation of the questionnaire for student teachers, teacher educators and in-service teachers (n = 488) by means of successive exploratory and confirmatory factor analysis, resulting in an instrument with good psychometric properties. The final version of the questionnaire contains 13 items, divided into three factors: practice integration, long-term orientation and goals, and shared identity and equal relationships. The instrument is suitable for quantitative research to gain more insights into the conditional and the outcome variables of social learning. Future research can incorporate theoretical dimensions regarding the value of the social learning process and its outcomes as well as insights concerning socially shared regulation of learning.</p

Analysing social learning of teacher-learning groups that aim at knowledge creation

Teacher-learning groups (TLGs) are an emerging type of collegial collaboration in teacher training colleges. A TLG of teacher educators that was studied aimed to develop a new curriculum for aspirant primary school teachers. This TLG created a sustainable knowledge base necessary to implement a new teacher training curriculum. An extended version of Vrieling, Van den Beemt, and De Laat’s (2016) Dimensions of Social Learning Framework was used to reveal indicators for sustainable knowledge-creation. The adapted framework – in this chapter abbreviated as DSL-E Framework (E=extended) – was informed by Ehlen’s (2014) Social Capital Model and Wenger, Trayner, and De Laat’s (2011) Value Creation Framework. The usefulness of this adaptation for analysing sustainable knowledge creation was explored with a case study. Results show that the DSL-E Framework is helpful to identify indicators for sustainable knowledge creation. First, the use of the DSL-E Framework revealed the collective knowledge working identity as indicator. A gradual development of distributed leadership as well as an inquiry-based attitude appeared necessary ingredients in this matter. Second, institutional value creation was found an important indicator for sustainable knowledge creation. This indicator says that TLGs should involve all stakeholders when starting a joint enterprise and connect actions to institutional goals right from the start