When seekers reap rewards and providers pay a price: The role of relationships and discussion in improving practice in a community of learning

Abstract

In this study we explore the relationships between educators’ social network positions, perceptions of peer collaboration, discussion utility, and expertise and improvement in their professional practice. Through the lenses of social network theory and teacher collaboration, we examine the experiences of 101 educators in a Community of Learning in New Zealand. Findings revealed that perceptions of discussion utility had the greatest influence on improvements in professional practice. Resource seekers reported higher levels of impact on practice improvement in the learning network, while resource providers reported lower levels of impact. Teachers benefitted more from network participation than those with formal leadership positions.