Provoking teachers to explore their professional learning networks
Sarah Prestridge, Griffith University, Australia., Australia ; Torrey Trust, University of Massachusetts, United States
EdMedia + Innovate Learning, in Amsterdam, Netherlands ISBN 978-1-939797-42-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This study explores the tension within our current understandings of Professional Learning Networks (PLNs). Through an interpretive lens, teachers’ conceptualisations of their professional learning activity was examined as they participated in a 5 week online course designed to develop and challenge them to reflect on the role of their PLN in relation to learning, teaching practice and broader professional relationships. The findings illustrate a range of ways teachers conceptualise PLNs that includes conflict between face to face and digital spaces; premising people, space or tool; and define common terms that implicate different learning activities. This disrupts our current view of PLNs evident in the literature and has implications for our understandings of professional learning and development activities of and for teachers.
This presentation will discuss the themes that emerged from the data in relation to current literature in the field of teacher PLNs, social media and self-generating professional learning. For this brief paper, one theme from each category is presented. All themes will be presented at the conference session.
Prestridge, S. & Trust, T. (2019). Provoking teachers to explore their professional learning networks. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1549-1554). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).
© 2019 Association for the Advancement of Computing in Education (AACE)