Value Creation in Teacher Learning Networks

  • Daniël van Amersfoort
  • Monique Korenhof
  • Femke Nijland
  • Maarten de Laat
  • Marjan Vermeulen
Part of the Research in Networked Learning book series (RINL)


Research shows that teacher professional learning is most effective when it is characterised by active engagement of teachers, a direct connection to their daily practice, and high levels of collaboration. Increasingly, networked professional learning is promoted to enable teachers to make better use of the potential of their social context and improve the quality of their learning. This chapter explores value creation in teacher learning networks and investigates how value creation is affected by contextual factors. The study was conducted in two projects that aimed to promote and facilitate teachers’ networked professional learning. The findings showed little difference in teachers’ networked learning activity itself, but substantial differences were found in leadership commitment, time, and opportunity for networked learning and voluntary network participation. Overall, the study shows how creating connections between teachers may lead them to redefine their idea of what learning could be like and reframe the value of their peers for learning. Interestingly, the combination of committed leadership and mandatory network involvement appeared to have helped teachers to have positive networked professional learning experiences.


Professional learning School leadership Social learning Teacher networks Value creation 


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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Daniël van Amersfoort
    • 1
  • Monique Korenhof
    • 2
  • Femke Nijland
    • 1
  • Maarten de Laat
    • 3
    • 4
  • Marjan Vermeulen
    • 1
  1. 1.Welten Institute, Research Centre for Learning, Teaching, and TechnologyOpen University of the NetherlandsHeerlenThe Netherlands
  2. 2.ROC Leeuwenborgh Maastricht, Leeuwenborgh Institute for Secondary Vocational EducationMaastrichtThe Netherlands
  3. 3.Welten Institute, Faculty of Psychology and Educational SciencesOpen University of the NetherlandsHeerlenThe Netherlands
  4. 4.University of WollongongWollongongAustralia

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