Leading learning networks in education

theoretical framework and school leaders' perspectives across Europe

team of the authors: Bohumíra Lazarová, Milan Pol, Ruud Lelieur, Wouter Schelfhout, Jan Vanhoof, Kristin Vanlommel, Mateja Brejc, Justina Erčulj, Torbjörn Hortlund, Kristina Malmberg, Linda Devlin, Rachel Morgan-Guthrie, Tracy Wallis, Daniel Cebrián, Manuel Cebrián ; translation: Jan Mattuš

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Introduction 7 PARTI THEORETICAL PERSPECTIVES FOR HEADTEACHERS AND THEIR ROLE IN PROMOTING AND SUSTAINING PROFESSIONAL LEARNING NETWORKS A. THE PROBLEM STATEMENT 1 Changing context, increased diversity...............................9 2 Professional Learning Networks as a means to support educational change... 9 3 The important role of headteachers in initiating, supporting and sustaining Professional Learning Networks......................................11 B. PROFESSIONAL LEARNING NETWORKS - A THEORETICAL FRAMEWORK 1 Conceptualization of Professional Learning Networks.................12 2 Essential characteristics of Professional Learning Networks.........14 3 Important factors for success at the level of network activities and structure.......................................................16 3.1 The level of the learning activities............................16 3.2 The network structure...........................................17 4 Important factors for success at the teacher level..................19 4.1 Teachers’ motivation to participate.............................20 4.2 Teachers’ attitude..............................................20 5 Important factors for success at the headteacher level..............21 5.1 Leadership practices ...........................................21 5.2 Three essential roles for headteachers..........................24 Summary...............................................................26 PART II HEADTEACHERS EXPERIENCE AND NEEDS FOR LEADING PROFESSIONAL LEARNING NETWORKS - QUALITATIVE RESEARCH 1 Methodology.........................................................28 2 Results of the interview analysis...................................29 2.1 Linking networking with teaching and learning ..................29 2.2 Focus of topics for networking..................................30 2.3 Teachers’ motivation for networking.............................31 2.4 Role of headteachers in networking..............................32 2.5 Benefits from networking......................................33 2.6 Headteachers’ strategies for supporting and sustaining networking.34 2.7 Limits, challenges and the needs of headteachers..............34 Summary.............................................................35 PART III HEADTEACHER EXPERIENCE AND NEEDS FOR LEADING PROFESSIONAL LEARNING NETWORKS - QUANTITATIVE RESEARCH 1 Methodology............................................................38 1.1 Questionnaire and data collecting..................................39 1.2 Respondent information.............................................40 2 Results - Networking practices in schools..............................42 2.1 Teachers involvement in collaboration and networks.................43 2.2 Topics for networking in schools...................................44 2.3 Conditions for networks............................................46 2.4 Purpose of existing school networks................................48 2.5 Characteristics of school networks.................................50 2.6 Role of the headteacher............................................52 2.7 Important factors for Professional Learning Networks ..............53 2.8 Headteachers’ training needs.......................................55 Baseline study conclusions...............................................59 References ..............................................................62 Appendix 1 Examples of good practice of networking in partner countries..66 Appendix 2 Questionnaire. Leading Learning by Networking.................83 Appendix 3 Results by countries and the aggregate level of analysis......88
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