In the current international policy environment, teachers are viewed as learning-oriented adaptive experts, required to be able to teach increasingly diverse sets of learners and to be knowledgeable about student learning, competent in complex academic content, skillful in the craft of teaching and able to respond to fast-changing economic and policy imperatives.
It is clear, however, that the entirety of the knowledge, skills, and attitudes needed for this complex teaching profession cannot be developed fully through the provision of initial teacher education programs alone. Collaborative career-long learning is therefore required.
In this context, Professional Learning Networks (PLNs) are defined as any group who engage in collaborative learning with others outside of their everyday community of practice; with the ultimate aim of improving outcomes for children. The aim of this series is to expand current understanding of Professional Learning Networks and the impact of harnessing effective networked collaboration for teacher, school and school system improvement.
Books in this series should address one or more of the following key areas:
Systems perspectives: How PLNs can both drive and be facilitated to achieve system-level change.
Methods: Understanding the impact of PLNs and effective ways to assess PLN impact that go beyond self-report.
Understanding depth and breadth of learning: For example, learning processes within both PLNs and the wider participating communities to which they belong.
Partnerships as a specific driver of PLNs: How multiple stakeholders (for example, from different types of organizations) are involved in PLNs to create effective change.
New insights into aspects of theory of change: For example, leadership, boundary crossing, and collaboration are relevant in relation to these key areas.