What is the role of teachers' networks for professional development in Europe?

TeLLNet Teachers’ Lifelong Learning Network Expert workshop: What is the role of teachers' networks for professional development in Europe? June 6 2011 Riina Vuorikari (European Schoolnet - EUN)

Who am I?
Riina from Finland
Teacher from my first training, - then hypermedia, web, research, doctoral, etc.
Since 2000 in European Schoolnet as Senior Research Analyst and Project Manager

European Schoolnet (EUN)
Created in 1997, based in Brussels
Network of 31 European Ministries of Education (MoE) or national educational authorities
Promotes the use of ICTs in school
Leads the way in bringing about change in schooling through the use of new technology

Presentation
Background: why the Tellnet project?
What do we do in Tellnet?
Why are we here today?

Why the Tellnet project?
To better understand
how
social learning networks can support
teachers' competence building

TALIS, OECD, 2009

eTwinning reach = number of eTwinners / number of teachers On average, 2.64% of European teachers are eTwinners

Longitudinal studies using authentic eTwinning data
Visualisation techniques
Social Network Analysis (SNA)
Scenario forecasting exercises for policy-makers and shapers
Methods to study eTwinning

Future oriented scenarios. Policy challenges. (IPTS) SN Analysis and visualization of eTwinning (RWTH) Teachers Professional Development, Social capital & Peer-support (OUNL) eTwining data! Project coordination. Dissemination to teachers’ and policy-makers’ networks. (EUN)

Why do some teachers get
the "eTwinning" virus
and
are able to spread it around
- and others don’t ?

tightly connected nodes ( =teachers) i n the central

Who will NOT get the virus?

Example SNA 1 How dependent is the eTwinning social network structure on a small core group of eTwinners? “ ... no super-hubs who exclusively connect the clusters. Clusters are typically connected via several hubs. In conclusion, although eTwinning is dependent on a core group, this is a large and well connected”

Example SNA 2: In Figure 5a, the larger nodes indicate that those teachers play a more important role as a “b r oker ” in the network by connecting to different clusters of teaches who collaborate within different projects than the smaller nodes. In Figure 5b, the larger nodes in the project cooperation network indicates that those teachers are part of more projects than the other teachers with the smaller nodes.

Example SNA 3: evolution of a Database Research Community VLDB 1990 VLDB 1995 VLDB 2000 VLDB 2006

eTwinning Teachers Project Collaboration Network
eTwinning 2005 -2008:
13022 teachers
51403 project collaboration relationships
From an un-ordered network to an ordered network?
Build-up of teachers’ local professional networks
Build-up of teachers’ European professional networks
Links of local and European networks
Promoting “star teachers” to connect the networks

Why are we here today?
Workshop lead by IPTS: Teacher Collaboration Networks in 2025
Outcomes will be used to discuss the role of teachers’ networks with policy-makers, educational authorities, teachers, trainers, etc.

Thank you for coming! I wish you all a very successful workshop :)

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What is the role of teachers' networks for professional development in Europe?

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What is the role of teachers’ networks for professional development in Europe? Presentation Transcript