Teachers’ Beliefs About Professional Development: Supporting Emerging Networked Practices in Higher Education

  • Jimmy JaldemarkEmail author
  • Marcia Håkansson Lindqvist
  • Peter Mozelius
Part of the Research in Networked Learning book series (RINL)


During recent decades society has gone through major changes related to social and technological developments. These changes have impacted higher education. This has led to emerging networked practices that professionals and the organisations they work within need to respond to. In answer to this challenge within higher education, several efforts in professional development have arised. This chapter discusses teachers’ beliefs about such professional development interventions. Particularly, it focuses on how networked practices in higher education are supported and fostered by professional development projects. The study was based at a Swedish university and included the dissemination of teacher beliefs from three different departments that participated in two professional development projects. The data materials were collected by using semi-structured interviews from a sample of 19 teachers. The results revealed that professional development trajectories concern beliefs on both individual and collective levels. Within these levels, teachers related their professional development beliefs to both social and technological networks.


Development projects Higher education Networked learning Professional development Teachers’ beliefs 


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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Jimmy Jaldemark
    • 1
    Email author
  • Marcia Håkansson Lindqvist
    • 2
  • Peter Mozelius
    • 2
  1. 1.Department of EducationMid Sweden UniversitySundsvallSweden
  2. 2.Mid Sweden UniversitySundsvallSweden

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