Evaluation of the functional status of learning networks based on the dimensions defining communities of practice

Abstract

Learning in professional networks is gaining popularity in teachers' professional development. To study how teachers evaluated their networks, we developed a questionnaire called the 'network barometer' to inquire functioning according to three dimensions based on communities of practice theory: domain, community and practice. We studied 21 face-to-face networks. The findings show that the networks were more focused on topics domain and social cohesion community than on practical relevance practice and suggest that more attention should be paid to collective outcomes and building a shared repertoire of teaching practices. The findings were discussed in light of face-to-face networks as well as online communities.