Teachers as Connected Professionals

Hilary Hughes,Kay Oddone,Mandy Lupton

doi:10.19173/irrodl.v20i4.4082

Abstract

As education becomes increasingly complex, effective continuing professional learning is an important strategy to support teachers in schools. However, current professional development approaches may not meet contemporary teachers’ needs. Seeking to enhance teachers’ professional learning opportunities, this paper presents a model of learning as a connected professional. The model draws upon the findings of a qualitative case study of 13 teachers who interact with others through a personal learning network (PLN). Theories of connectivism, networked learning, and connected learning underpin the model, which conceptualises the whole experience of learning as a connected professional. The model comprises three elements: arenas of learning, teacher as learner, and PLN. Key characteristics of the experience are practices described as linking, stretching, and amplifying. These practices recur in various ways across all three elements of the model. The model promotes professional learning that is active, interest-driven, and autonomous, meeting personal learning needs while being socially connected. As education becomes increasingly complex, effective continuing professional learning is an important strategy to support teachers in schools. However, current professional development approaches may not meet contemporary teachers’ needs. Seeking to enhance teachers’ professional learning opportunities, this paper presents a model of learning as a connected professional. The model draws upon the findings of a qualitative case study of 13 teachers who interact with others through a personal learning network (PLN). Theories of connectivism, networked learning, and connected learning underpin the model, which conceptualises the whole experience of learning as a connected professional. The model comprises three elements: arenas of learning, teacher as learner, and PLN. Key characteristics of the experience are practices described as linking, stretching, and amplifying. These practices recur in various ways across all three elements of the model. The model promotes professional learning that is active, interest-driven, and autonomous, meeting personal learning needs while being socially connected.

Highlights

IntroductionThe increasing complexity of professional practice calls for sophisticated, ongoing professional learning
For school teachers, the increasing complexity of professional practice calls for sophisticated, ongoing professional learning
The case study findings suggest that professional learning through a personal learning network (PLN) creates opportunities for teachers to enhance their pedagogical knowledge and practice, develop perceptions of themselves and others as teachers, and contribute to the wider teaching profession and beyond

Summary

Introduction

The increasing complexity of professional practice calls for sophisticated, ongoing professional learning. While there is a body of anecdotal evidence and professional literature describing the nature of PLNs (Moreillon, 2016; Nussbaum-Beach, 2013; Warlick, 2009), fewer studies have investigated teachers’ interactions through PLNs (Prestridge, 2017, 2019; Trust, Krutka, & Carpenter, 2016). The latter studies recognise the shift towards self-directed and interest-based professional learning, and reveal the potential for PLNs, with their dynamic and diverse nature, to meet the needs of teachers seeking professional learning

Results

Discussion

Conclusion