Skip to main content
SpringerLink
Log in

Professional Learning in Networked Communities: Models and Methods—A Northern Ireland Reflection

  • Chapter
  • First Online:
Sustaining Communities of Practice with Early Career Teachers

  • 562 Accesses

Abstract

This chapter builds on the reflections thus far in the book that demonstrate the urgent global need for a new landscape of career-long teacher professional learning. The gap in policy has long since required attention. No greater evidence exists than at the current time and in the recent context where schools, colleges and universities are stretched and challenged. Calls for equity, democracy and empowerment for the teaching profession are now commonplace. Accountability and excellence in teaching and learning are an internationally accepted and researched phenomena. In Northern Ireland, like many international and European counterparts, teacher educators call for change, and, strive to advance appropriate frameworks that will support and develop the teaching profession while drawing upon creative and new models of effective practice in the provision of initial, early and continuing professional development (Farren, Clarke, & O’Doherty, 2019; McAleavy, O’Hagan, & Fleming, 2009; McElearney, Murphy, & Radcliffe, 2019). Building capacity for a learning leadership strategy (Department of Education [DE], 2016), now viewed as key to the future of professional learning, the teaching profession collectively aspire towards an agreed framework. A new era of collaboration and evidence-based practice and networking are integral to the future. The chapter aims to identify key, impact-rich professional learning models to share, influence and inform teacher educators, school managers and policy makers who seek to support strategies that will make “the” difference to the pupil experience at the core of school effectiveness planning. The three-stage model of learning in networked communities outlined in this chapter recognises existing elements of good practice while aiming for excellence in teaching and learning. Reflecting on inter-country studies and research, the author will position an embedded model of professional development at the core of the chapter, demonstrating its applicability as an inter-country and intra-country approach to future teacher education partnerships.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 109.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 139.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 139.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Anderson, B., & Herr, K. (2007). El docente investigador: Investigación-Acción como una forma válida de generación de conocimiento. In I. Sverdlick (Ed.), La investigación educativa: Una herramienta de conocimiento y de acción. Buenos Aires: Noveduc. Retrieved from: http://www.salgadoanoni.cl/wordpressjs/wpcontent/uploads/2013/12/otros-tallerinvestigacion-anderson_kerr_docente_investigador.pdf.

  • Attwood, H. (1997). An overview of issues around the use of participatory approaches by post-graduate students. IDS, Participatory Research, IDS PRA Topic Pack (February 1997). Brighton: IDS, University of Sussex.

    Google Scholar 

  • Beddoes, Z., Sazama, D., Prusak, K., Starck, J., & McMullen, B. (2020), A team within a team: Relating coaching concepts to professional learning communities in schools. JOPERD: The Journal of Physical Education, Recreation & Dance, 91(2), 8–17.

    Google Scholar 

  • BERA. (2014). Inquiry into research and teacher education. BERA-RSA. Retrieved from: https://www.thersa.org/globalassets/pdfs/bera-rsa-research-teaching-profession-full-report-for-web-2.pdf.

  • Campbell, C., Osmond-Johnson, P., Faubert, B., Zeichner, K., & Hobbs-Johnson, A. (2017). The state of educator’s professional development in Canada (Final Research Report). Oxford: Learning Forward.

    Google Scholar 

  • Carpenter, D., & Munshower, P. (2020). Broadening borders to build better schools: Virtual professional learning communities. International Journal of Educational Management, 34(2), 296–314.

    Google Scholar 

  • Chong, J. Y., Ching, A. H., Renganathan, Y., Lim, W. Q., Toh, Y. P., Mason, S., & Krishna, L. K. (2019). Enhancing mentoring experiences through e-mentoring: A systematic scoping review of e-mentoring programs between 2000 and 2017. Advances in Health Sciences Education, 25(1), 1–32.

    Google Scholar 

  • Clutterbuck, D. (2006). Organising mentoring programmes: How to be a great programme coordinator. Development and Learning in Organizations: An International Journal, 20(3), 16–17.

    Google Scholar 

  • Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute. This report can be found online at: https://learningpolicyinstitute.org/product/teacher-prof-de.

  • de Paor, C., & Murphy, T. R. N. (2018). Teachers’ views on research as a model of CPD: Implications for policy. European Journal of Teacher Education, 41(2), 169–186.

    Google Scholar 

  • Department for Education (DfE). (2016). Standard for teachers’ professional development: A description of effective practice in professional development for teachers. Available at: https://www.gov.uk/government/publications/standard-for-teachers-professional-development.

  • Department for Education (DfE). (2019a). Teacher recruitment and retention strategy. Crown Copyright 2019. Available at: https://www.gov.uk/government/publications/teacher-recruitment-and-retention-strategy.

  • Department for Education (DfE). (2019b). Early career framework. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/773705/Early-Career_Framework.pdf.

  • Department of Education (DE). (2016). Learning leaders: A strategy for teacher professional learning. Available at: https://www.education-ni.gov.uk/sites/default/files/publications/de/strategy-document-english.pdf.

  • Department of Education and Skills (DES). (2018). Action plan for education 2018. Available at: https://www.education.ie/en/Publications/Corporate-Reports/Strategy-Statement/action-plan-for-education-2018.pdf.

  • Dewey, J. (1998). The essential Dewey: Pragmatism, education, democracy (Vol. 1). Bloomington: Indiana University Press.

    Google Scholar 

  • Duffy, G., & Gallagher, T. (2017). Shared education in contested spaces: How collaborative networks improve communities and schools. Journal of Educational Change. https://doi.org/10.1007/s10833-016-9279-3.

  • EA (Education Authority). (2016). Shared Education Act. Belfast, EA.

    Google Scholar 

  • Education and Training Inspectorate (ETI). (2016). Learning leaders: Lessons on professional learning from other professions and other education jurisdictions. Available at: https://www.etini.gov.uk/sites/etini.gov.uk/files/publications/learning-leaders-lessons-on-professional-learning-from-other-professions-and-other-education-jurisdictions.pdf.

  • Elliott, J. (2015). Educational action research as the quest for virtue in teaching. Educational Action Research, 23(1), 4–2.

    Google Scholar 

  • Farnsworth, V., Kleanthous, I., & Wenger-Trayner, E. (2016). Communities of practice as a social theory of learning: A conversation with Etienne Wenger. British Journal of Educational Studies, 64(2), 139–160.

    Google Scholar 

  • Farren, S., Clarke, L., & O’doherty, T. (2019). Teacher preparation in the early years of the twenty-first century: 2000–2018. Teacher Preparation in Northern Ireland (Emerald studies in teacher preparation in national and global contexts) (pp. 101–111). Emerald Publishing Limited.

    Google Scholar 

  • Fleming, T., Kokkos, A., & Finnegan, F. (2019). European perspectives on transformation theory. New York: Palgrave Macmillan.

    Google Scholar 

  • Freire, P., (1998), Pedagogy of freedom: Ethics, democracy and civic courage. Lanham, MD: Rowman & Littlefield.

    Google Scholar 

  • Galanouli, D. (2010). School-based professional development: Introducing research lesson studies (36 pp.). Report commissioned by the General Teaching Council for Northern Ireland (GTCNI). Belfast: GTCNI.

    Google Scholar 

  • Grundy, S. (1982). Three modes of action research. Curriculum Perspectives, 2(3), 23–34.

    Google Scholar 

  • GTCNI. (2015). Teaching: The reflective profession (4th ed., pp. 231–266). Belfast: Hamilton; Dordrecht: Springer Press.

    Google Scholar 

  • Hargreaves, A. (2019). Forward. In D. M. Netolicky, Transformative professional learning. Devon: Routledge.

    Google Scholar 

  • Hargreaves, A., & Fullan, M. (2015). Professional capital: Transforming teaching in every school. Teachers College Press.

    Google Scholar 

  • Heller, J. I., Daehler, K. R., Wong, N., Shinohara, M., & Miratrix, L. W. (2012). Differential effects of three professional development models on teacher knowledge and student achievement in elementary science. Journal of Research in Science Teaching, 49(3), 333–336.

    Google Scholar 

  • Heron, J. (1999). The complete facilitator’s handbook. London: Kogan Page.

    Google Scholar 

  • Illeris, K. (2014). Transformative learning and identity. Journal of Transformative Education, 12(2), 148–163.

    Google Scholar 

  • Kemmis, S., & McTaggart, R. (2003). Participatory action research. In N. K. Denzin & Y. S. Lincoln (Eds.), Strategies of qualitative inquiry (2nd ed., pp. 336–396). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Kennedy, A. (2014). Models of continuing professional development: A framework for analysis. Professional Development in Education, 40 (3), 336–351.

    Google Scholar 

  • Kervinen, A., Uitto, A., Kaasinen, A., Portaankorva-Koivisto, P. Juuti, K., & Kesler, M. (2016). Developing a collaborative model in teacher education—An overview of a teacher professional development project. LUMAT, 4(2), 67–86.

    Google Scholar 

  • King, F. (2014). Evaluating the impact of teacher professional development: An evidence-based framework. Professional Development in Education, 40(1), 89–111.

    Google Scholar 

  • Koellner, K., & Jacobs, J. (2015). Distinguishing models of professional development: The case of an adaptive model’s impact on teachers’ knowledge, instruction, and student achievement. Journal of Teacher Education, 66(1), 51–67.

    Google Scholar 

  • Lather, P. (1986). Issues of validity in openly ideological research: Between a rock and soft place. Interchange, 17(4), 63–84.

    Google Scholar 

  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • Law, H. (2013). The psychology of coaching, mentoring, and learning. Wiley.

    Google Scholar 

  • Little, J. W., & Curry, M. W. (2009). Structuring talk about teaching and learning: The use of evidence in protocol-based conversation. In Professional learning conversations: Challenges in using evidence for improvement (pp. 29–42). Dordrecht: Springer.

    Google Scholar 

  • Loughran, J. (2013). Developing a pedagogy of teacher education. In Understanding teaching and learning about teaching. London: Routledge.

    Google Scholar 

  • Lunenburg, M., Murray, J., Smith, K., & Vanderlinde, R. (2017). Collaborative teacher educator professional development in Europe. Professional Development in Education, 43(4), 556–572.

    Google Scholar 

  • Mason, J. (1996). Qualitative researching. London: Sage.

    Google Scholar 

  • McAleavy, G., O’Hagan, C., & Fleming, T. (2009). A study of work-based learning models and partnership in support of post-compulsory programmes of teacher education. Belfast: SCoTENs.

    Google Scholar 

  • McDonald, J., Burch, T., Nagy, J., Star, C., Cox, M., D, Collins, E., & Margetts, F. (2012). Identifying, building, and sustaining leadership capacity for communities of practice in higher education (Final Report). Australian Government Office for learning and teaching. Department of Industry, Innovation, Science, Research and Tertiary Education, Sydney, Australia.

    Google Scholar 

  • McElearney, A., Murphy, C., & Radcliffe, D. (2019). Identifying teacher needs and preferences in accessing professional learning and support. Professional Development in Education, 45(3), 433–455.

    Google Scholar 

  • Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.

    Google Scholar 

  • Murphy, T. R., & de Paor, C. (2017). Teachers’ CPD and sectoral interests: Opportunities for convergence and divergence. Teaching and Teacher Education, 66, 242–249.

    Google Scholar 

  • Murray, T. C., & Jeffrey, J. Z. (2015). Leading professional learning. Corwan.

    Google Scholar 

  • Netolicky, D. M. (2020). Transformational professional learning: Making a difference in schools. Devon: Routledge.

    Google Scholar 

  • Parlar, H., Polatcan, M., & Cansoy, R. (2020). The relationship between social capital and innovativeness climate in schools: The intermediary role of professional learning communities. International Journal of Educational Management, 34(2), 232–244.

    Google Scholar 

  • Rickard, A., & Walsh, T. (2019, September). Policy, practice, and process in team teaching: A pilot project with co-operating teachers and student teachers on school placement. Irish Educational Studies, 38(3), 309–326.

    Google Scholar 

  • Roberts, A. (2000). Mentoring revisited: A phenomenological reading of the literature. Mentoring and Tutoring, 8(2), 145–166. Available at: http://dx.doi.org/10.1080/713685524.

  • Schon, D. A. (1984). Leadership as reflection-in-action. In T. J. Sergiovanni & J. E. Corbally (Eds.), Leadership and organizational culture: New perspectives on administrative theory and practice (pp. 36–63). University of Illinois Press.

    Google Scholar 

  • Short, P. M. (1994). Defining teacher empowerment. Education, 114(4), 488–492.

    Google Scholar 

  • Short, P. M., & Rinehart, J. S. (1992). School participant empowerment scale: Assessment of level of empowerment within the school environment. Educational and Psychological Measurement, 52(6), 951–960.

    Google Scholar 

  • Sprott, R. A. (2019). Factors that foster and deter advanced teachers’ professional development. Teaching and Teacher Education, 77, 321–331. https://doi.org/10.1016/j.tate.2018.11.001.

  • Tannehill, D., & MacPhail, A. (2017). Teacher empowerment through engagement in a learning community in Ireland: Working across disadvantaged schools. Professional Development in Education, 43(3), 334–352.

    Google Scholar 

  • Wenger, E. (2004). Knowledge management as a doughnut: Shaping your knowledge management through communities of practice. Ivey Business Journal, 68(3), 1–8.

    Google Scholar 

  • Wenger-Trayner, E., & Wenger-Trayner, B. (2017). Communities of Practice go to university. In J. McDonald & A. E. Cater-Steel (Eds.), Communities of Practice: Facilitating Social Learning in Higher Education (Vol. 1, pp. v-viii). Singapore: Springer.

    Google Scholar 

  • Wenger-Trayner, B., & Wenger-Trayner, E. (2018). Communities of Practice: A handbook. Retrieved from http://wenger-trayner.com/https://wenger-trayner.com/introduction-to-communities-of-practice/.

  • Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Boston, Massachusetts: Harvard Business School Press.

    Google Scholar 

  • Wenger-Trayner, B., Wenger-Trayner, E., Cameron, J., Eryigit-Madzwamuse, S., & Hart, A. (2019). Boundaries and boundary objects: An evaluation framework for mixed methods research. Journal of Mixed Methods Research, 13(3), 321–338.

    Google Scholar 

  • White, S. (2019). Teacher educators for new times? Redefining an important occupational group. Journal of Education for Teaching, 45(2), 200–213.

    Google Scholar 

  • White, S., & Forgasz, R. (2016). The practicum: The place of experience? In International handbook of teacher education (pp. 231–266). Singapore: Springer.

    Google Scholar 

  • Whitehead, J., & McNiff, J. (2006). Action research: Living theory. Sage.

    Google Scholar 

  • Zeichner, K., Bowman, M., Guillen, L., & Napolitan, K. (2016). Engaging and working in solidarity with local communities in preparing the teachers of their children. Journal of Teacher Education, 67(4), 277–290.

    Google Scholar 

  • Zuber-Skerritt, O., Wood, L., & Kearney, J. (2020). The transformative potential of action learning in community-based research for social action. Action Learning: Research and Practice, 17(1), 34–47.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Stranmillis University College—a College of Queen’s University of Belfast, Belfast, Northern Ireland

    Celia O’Hagan

Authors
  1. Celia O’Hagan
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

© 2021 Springer Nature Singapore Pte Ltd.

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

O’Hagan, C. (2021). Professional Learning in Networked Communities: Models and Methods—A Northern Ireland Reflection. In: Sustaining Communities of Practice with Early Career Teachers. Springer, Singapore. https://doi.org/10.1007/978-981-33-6354-0_6

Download citation

  • DOI: https://doi.org/10.1007/978-981-33-6354-0_6

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-33-6353-3

  • Online ISBN: 978-981-33-6354-0

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation