Professional learning networks: a descriptive phenomenological study with primary school teachers in Greece
Purpose – Professional learning networks (PLNs) involve teachers’ collaboration with others outside of their school to improve teaching and learning. PLNs can facilitate teachers’ professional growth and school improvement. This study aims to explore the drivers for participation within PLNs, the en...
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| Format: | Article |
| Language: | English |
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Emerald Publishing
2024-12-01
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| Series: | Quality Education for All |
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| Online Access: | https://www.emerald.com/insight/content/doi/10.1108/QEA-12-2023-0020/full/pdf |
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| author | Ourania Maria Ventista Stavroula Kaldi Magdalini Kolokitha Christos Govaris Chris Brown |
| author_facet | Ourania Maria Ventista Stavroula Kaldi Magdalini Kolokitha Christos Govaris Chris Brown |
| author_sort | Ourania Maria Ventista |
| collection | DOAJ |
| description | Purpose – Professional learning networks (PLNs) involve teachers’ collaboration with others outside of their school to improve teaching and learning. PLNs can facilitate teachers’ professional growth and school improvement. This study aims to explore the drivers for participation within PLNs, the enactment process and the impact of PLN participation on teachers, students and schools in Greece. Design/methodology/approach – A descriptive phenomenological study was conducted to explore the lived experience of primary school teachers participating in PLNs. Findings – The findings showed that individuals who were open to change were driving innovation to address a need or a lack in their daily practice that was not satisfied within their usual community of practice. The key element of the participation was peer collaboration with openness of communication without attendant accountability pressures. The change was mainly identified in teacher skills and the school climate. An individual could bring change only if the school is already open to change. In some cases, resistance to change in schools was identified before enactment or during enactment. The transformation of teachers’ and leaders’ stances is discussed, enabling the opportunity to maximise school improvement. Originality/value – The study examines PLNs as European Union-funded initiatives that are developed by teachers in centralised education systems under the phenomenological research paradigm. It explores the PLNs in a different setting compared to the existing conceptual theory of change for PLNs. |
| format | Article |
| id | doaj-art-b1a4c70e3bfc4f82be68666379bce454 |
| institution | Kabale University |
| issn | 2976-9310 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Emerald Publishing |
| record_format | Article |
| series | Quality Education for All |
| spelling | doaj-art-b1a4c70e3bfc4f82be68666379bce4542025-02-03T14:29:32ZengEmerald PublishingQuality Education for All2976-93102024-12-01118610510.1108/QEA-12-2023-0020Professional learning networks: a descriptive phenomenological study with primary school teachers in GreeceOurania Maria Ventista0Stavroula Kaldi1Magdalini Kolokitha2Christos Govaris3Chris Brown4Department of Primary Education, University of Thessaly, Volos, GreeceDepartment of Primary Education, University of Thessaly, Volos, GreeceDepartment of Primary Education, University of Thessaly, Volos, GreeceDepartment of Primary Education, University of Thessaly, Volos, GreeceDepartment of Education Studies, University of Southampton, Southampton, UKPurpose – Professional learning networks (PLNs) involve teachers’ collaboration with others outside of their school to improve teaching and learning. PLNs can facilitate teachers’ professional growth and school improvement. This study aims to explore the drivers for participation within PLNs, the enactment process and the impact of PLN participation on teachers, students and schools in Greece. Design/methodology/approach – A descriptive phenomenological study was conducted to explore the lived experience of primary school teachers participating in PLNs. Findings – The findings showed that individuals who were open to change were driving innovation to address a need or a lack in their daily practice that was not satisfied within their usual community of practice. The key element of the participation was peer collaboration with openness of communication without attendant accountability pressures. The change was mainly identified in teacher skills and the school climate. An individual could bring change only if the school is already open to change. In some cases, resistance to change in schools was identified before enactment or during enactment. The transformation of teachers’ and leaders’ stances is discussed, enabling the opportunity to maximise school improvement. Originality/value – The study examines PLNs as European Union-funded initiatives that are developed by teachers in centralised education systems under the phenomenological research paradigm. It explores the PLNs in a different setting compared to the existing conceptual theory of change for PLNs.https://www.emerald.com/insight/content/doi/10.1108/QEA-12-2023-0020/full/pdfTeacher networksProfessional learning networksProfessional developmentStudents’ learningSchool improvement |
| spellingShingle | Ourania Maria Ventista Stavroula Kaldi Magdalini Kolokitha Christos Govaris Chris Brown Professional learning networks: a descriptive phenomenological study with primary school teachers in Greece Quality Education for All Teacher networks Professional learning networks Professional development Students’ learning School improvement |
| title | Professional learning networks: a descriptive phenomenological study with primary school teachers in Greece |
| title_full | Professional learning networks: a descriptive phenomenological study with primary school teachers in Greece |
| title_fullStr | Professional learning networks: a descriptive phenomenological study with primary school teachers in Greece |
| title_full_unstemmed | Professional learning networks: a descriptive phenomenological study with primary school teachers in Greece |
| title_short | Professional learning networks: a descriptive phenomenological study with primary school teachers in Greece |
| title_sort | professional learning networks a descriptive phenomenological study with primary school teachers in greece |
| topic | Teacher networks Professional learning networks Professional development Students’ learning School improvement |
| url | https://www.emerald.com/insight/content/doi/10.1108/QEA-12-2023-0020/full/pdf |
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