Understanding teacher learning in professional learning networks (PLNs): The emergence of lived learning experiences

Abstract

This paper reveals the nature of teachers’ professional learning in online professional learning networks (PLNs) by narrating both my learning experiences and my understanding of the acquired theories (e.g., Gnosis, Episteme, Enactivism and Complexity Theory) from a seminar. The seminar made my learning experience the moments of wondering, discovering, struggling, and transforming, thereby resulting in my knowing about the acquired theories. These moments and the theories enabled me to reflect upon the conventional teacher professional learning and to explore the nature of teacher professional learning in PLNs such as knowledge, doing and being as a whole, learnable participatory position, emergence and understanding, true professional learning, and affordances of PLNs for teacher professional learning.