TY - JOUR
T1 - Professional learning networks
T2 - a conceptual model and research opportunities
AU - Poortman, Cindy L.
AU - Brown, Chris
AU - Schildkamp, Kim
N1 - Funding Information:
We would like to acknowledge our colleagues participating in the 2019 AERA research conference, organized by Alan Daly, Joelle Rodway, Chris Brown and Cindy Poortman; ‘Professional Learning Networks In Education: Tearing down boundaries for school and system improvement’, and especially our discussant, Dr Elizabeth Farley-Ripple, for their very helpful comments on an earlier version of this paper. This research conference was supported by a grant from the Education Research Conferences Program of the American Educational Research Association.
Publisher Copyright:
© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022
Y1 - 2022
N2 - Background: Professional Learning Networks (PLNs) of educators represent a promising approach to achieving continuous school improvement. At the same time, a range of studies in this area, including several systematic reviews and meta-analyses, report multiple conceptual and methodological challenges, or, at best, mixed results. Purpose and sources: The aim of this theoretical discussion paper, therefore, is to seek, first, to synthesise and connect to previous studies focused on professional learning communities and networks by combining and reflecting on their findings and recommendations. Second, we aim to contribute to the methodological development of the field in order to propose research that can link what happens in PLNs to changes in outcomes for students. For the latter, we will also make use of new insights from the field with regard to the use of big data in education. Main argument: We propose a conceptual model of what defines PLNs, enactment process variables, and influencing factors, presenting our theory-of-action for how PLNs can be effective. Second, we discuss challenges and recommendations in studying PLN impact regarding research approach, research design and measurement. This discussion includes consideration of the use of big data to help to make the analysis of patterns in, and relations between, different types of PLN research data more efficient and reliable. Conclusion: We need to define and study the processes and effects of PLNs more efficiently and effectively, to support PLNs in fulfilling the promise of increased teacher learning, improved outcomes for students, and, ultimately, sustainable school improvement at scale.
AB - Background: Professional Learning Networks (PLNs) of educators represent a promising approach to achieving continuous school improvement. At the same time, a range of studies in this area, including several systematic reviews and meta-analyses, report multiple conceptual and methodological challenges, or, at best, mixed results. Purpose and sources: The aim of this theoretical discussion paper, therefore, is to seek, first, to synthesise and connect to previous studies focused on professional learning communities and networks by combining and reflecting on their findings and recommendations. Second, we aim to contribute to the methodological development of the field in order to propose research that can link what happens in PLNs to changes in outcomes for students. For the latter, we will also make use of new insights from the field with regard to the use of big data in education. Main argument: We propose a conceptual model of what defines PLNs, enactment process variables, and influencing factors, presenting our theory-of-action for how PLNs can be effective. Second, we discuss challenges and recommendations in studying PLN impact regarding research approach, research design and measurement. This discussion includes consideration of the use of big data to help to make the analysis of patterns in, and relations between, different types of PLN research data more efficient and reliable. Conclusion: We need to define and study the processes and effects of PLNs more efficiently and effectively, to support PLNs in fulfilling the promise of increased teacher learning, improved outcomes for students, and, ultimately, sustainable school improvement at scale.
KW - conceptual model
KW - methodology
KW - professional collaboration
KW - professional development
KW - Professional learning networks (PLNs)
KW - school improvement
KW - UT-Hybrid-D
UR - http://www.scopus.com/inward/record.url?scp=85119042690&partnerID=8YFLogxK
U2 - 10.1080/00131881.2021.1985398
DO - 10.1080/00131881.2021.1985398
M3 - Comment/Letter to the editor
AN - SCOPUS:85119042690
SN - 0013-1881
VL - 64
SP - 95
EP - 112
JO - Educational research
JF - Educational research
IS - 1
ER -