Add to ORKGParticipating in networks for learning and knowledge sharing has become an important part of teachers’ lifelong professional development. Teachers develop networks within and outside schools that help them to learn, solve problems, and innovate. Access to such networks supports teachers to deal with the increasing complexity of their work. To support professional development in teacher networks or teacher learning groups (TLGs) we developed a questionnaire based on the Dimensions of Social Learning (DSL) Framework of Vrieling, Van den Beemt, and De Laat (2016). A two-phase research design was applied to construct and validate the questionnaire. The first phase (a case study) resulted in observation criteria for assessing the social configur...
Teacher-learning groups (TLGs) are an emerging type of collegial collaboration in teacher training c...
Induced by a literature review, this paper presents a framework of dimensions and indicators highlig...
To understand the organization of social learning by groups in practice, this chapter elaborates on...
Participating in networks for learning and knowledge sharing has become an important part of teacher...
Participating in networks for learning and knowledge sharing has become an important part of teacher...
Increasingly, teacher learning groups (TLGs) are being deployed as a way to realise high-quality edu...
Growing attention can be noticed for social learning in teacher groups as a stimulus for teachers’ p...
It is increasingly recognised that social learning by teachers can stimulate professional developmen...
\u3cp\u3eIt is increasingly recognised that social learning by teachers can stimulate professional d...
To understand the organization of social learning by groups in practice, this chapter elaborates on ...
Learning from others has been reported as a productive approach for teacher Professional Development...
To understand the organization of social learning by groups in practice, this chapter elaborates on ...
To understand the organization of social learning by groups in practice, this chapter elaborates on ...
It is increasingly recognised that social learning by teachers can stimulate professional developmen...
This study searches for guidelines to facilitate teacher-learning groups (TLGs) that aim to create s...
Teacher-learning groups (TLGs) are an emerging type of collegial collaboration in teacher training c...
Induced by a literature review, this paper presents a framework of dimensions and indicators highlig...
To understand the organization of social learning by groups in practice, this chapter elaborates on...
Participating in networks for learning and knowledge sharing has become an important part of teacher...
Participating in networks for learning and knowledge sharing has become an important part of teacher...
Increasingly, teacher learning groups (TLGs) are being deployed as a way to realise high-quality edu...
Growing attention can be noticed for social learning in teacher groups as a stimulus for teachers’ p...
It is increasingly recognised that social learning by teachers can stimulate professional developmen...
\u3cp\u3eIt is increasingly recognised that social learning by teachers can stimulate professional d...
To understand the organization of social learning by groups in practice, this chapter elaborates on ...
Learning from others has been reported as a productive approach for teacher Professional Development...
To understand the organization of social learning by groups in practice, this chapter elaborates on ...
To understand the organization of social learning by groups in practice, this chapter elaborates on ...
It is increasingly recognised that social learning by teachers can stimulate professional developmen...
This study searches for guidelines to facilitate teacher-learning groups (TLGs) that aim to create s...
Teacher-learning groups (TLGs) are an emerging type of collegial collaboration in teacher training c...
Induced by a literature review, this paper presents a framework of dimensions and indicators highlig...
To understand the organization of social learning by groups in practice, this chapter elaborates on...