Abstract
This chapter provides a methodological foundation for analysing the learning networks of PSTs and ECTs. It describes the motivations for adopting a design-based research (DBR) methodology, on the basis that such an approach encourages participation and enables iterative design and epistemological fluidity during the course of the research, as well as producing design principles that are transferable beyond the immediate context. A framework for analysing learning networks is distilled from the concepts from previous chapters. Educational data mining and qualitative analysis are considered in this context for evaluating learning networks, including users’ experiences within these networks, and for informing the design-based research process. The chapter sets out the programme of Chapters 7 and 8 to describe a DBR project investigating support for ECTs through a learning network.
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Kelly, N., Clarà, M., Kehrwald, B., Danaher, P.A. (2016). Analysing the Learning Networks of Pre-Service and Early Career Teachers. In: Online Learning Networks for Pre-Service and Early Career Teachers. Palgrave Pivot, London. https://doi.org/10.1057/978-1-137-50302-2_6
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DOI: https://doi.org/10.1057/978-1-137-50302-2_6
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