26 SES 11 A, Professional Learning Networks: Perspectives on achieving sustainability
Highly effective teachers must learn to work in a challenging, ever-changing environment. Ac-cording to the National Research Council (2000, p. 203), "[t]eachers are key to enhancing learn-ing in schools. In order to teach in a manner consistent with new theories of learning, extensive learning opportunities for teachers are required". Teachers need to be given the opportunity to learn and grow with their practice. Teachers who do not reach out for help typically teach the same way regardless of the new theories of learning or the new challenges in their classroom be-cause they do not have the support and knowledge to change. Thus, successful teachers endure the vulnerability of being a learner (cf. Mian 2018). Only the teachers who work to improve their practice, skills, and instructional strategies as continual learners get to know something about their own learning process and can successfully help others learn (cf. Agostini et al. 2018). One way to model this process of knowledge acquisition is to continually learn through collabo-ration, professional development, and studying pedagogical techniques and best practices. In our school development project in 2016-2018 we extended teachers learning by developing profes-sional learning networks or PLNs (cf. Cook et al. 2017) through phenomenologically oriented vignettes (cf. Schratz et al. 2012). The vignettes stem from the researchers experiencing the lived experience of the students in the midst of the pedagogic situation at two High Schools in Bozen-Bolzano (Italy). Once vignettes have been crafted, they became the primary data for qual-itative feedback for school development. Vignettes illustrate learning and teaching practices in different lessons, in order to enhance teachers learning and innovation at schools. Thus, based on vignettes researchers can offer support, advice, feedback, and collaboration opportunities. Based on the experience gained in the project, the paper critically discusses contextual framework and different ways to use vignettes as feedback instruments in PLNs for learning and school im-provement - giving teachers the opportunity to become aware of their own learning as well as transforming schools in a space to share learning ideas and strategies.
Agostini, E., Schratz, M. & Risse, E. (2018). Lernseits denken - erfolgreich unterrichten. Hamburg: AOL. Cook, R. J., Jones-Bromenshenkel, Huisinga, S. & Mullins, F. (2017). Online Professional Learning Networks. A Viable Solution to the Professional Development Dilemma. Jour-nal of Special Education Technology, 32(2), 109-118. Mian, S. (2018). Sich-Einlassen - ein facettenreiches Moment im Unterrichtsgeschehen. Eine phänomenologisch orientierte Studie über Lernvollzüge zwischen Gewohnheit und Lei-denschaft. Paderborn: Schöningh. National Research Council. (2000). How people learn: Brain, mind, experience, and school (2nd ed.). Washington, DC: National Academies Press. Schratz, M., Schwarz, J. F. & Westfall-Greiter, T. (2012). Lernen als (bildende) Erfahrung. Innsbruck, Wien, Bozen: Studienverlag.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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