Teachers as Connected Professionals

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 opportuni...

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Autores principales:	Kay Oddone, Hilary Hughes, Mandy Lupton
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2019
Materias:	personal learning network networked learning professional learning model teachers Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/574beb71bf7348e38bc59508a0261724
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spelling	oai:doaj.org-article:574beb71bf7348e38bc59508a02617242021-12-02T18:02:59ZTeachers as Connected Professionals10.19173/irrodl.v20i4.40821492-3831https://doaj.org/article/574beb71bf7348e38bc59508a02617242019-02-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/4082https://doaj.org/toc/1492-3831 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. Kay OddoneHilary HughesMandy LuptonAthabasca University Pressarticlepersonal learning networknetworked learningprofessional learningmodelteachersSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 20, Iss 3 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	personal learning network networked learning professional learning model teachers Special aspects of education LC8-6691
spellingShingle	personal learning network networked learning professional learning model teachers Special aspects of education LC8-6691 Kay Oddone Hilary Hughes Mandy Lupton Teachers as Connected Professionals
description	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.
format	article
author	Kay Oddone Hilary Hughes Mandy Lupton
author_facet	Kay Oddone Hilary Hughes Mandy Lupton
author_sort	Kay Oddone
title	Teachers as Connected Professionals
title_short	Teachers as Connected Professionals
title_full	Teachers as Connected Professionals
title_fullStr	Teachers as Connected Professionals
title_full_unstemmed	Teachers as Connected Professionals
title_sort	teachers as connected professionals
publisher	Athabasca University Press
publishDate	2019
url	https://doaj.org/article/574beb71bf7348e38bc59508a0261724
work_keys_str_mv	AT kayoddone teachersasconnectedprofessionals AT hilaryhughes teachersasconnectedprofessionals AT mandylupton teachersasconnectedprofessionals
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Teachers as Connected Professionals

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