TEACHERS EXPERIENCE OF PROFESSIONAL LEARNING …

TEACHERS' EXPERIENCE OF

PROFESSIONAL LEARNING THROUGH PERSONAL LEARNING NETWORKS

Kay Margaret Oddone

B. Business (HRM) (QUT), Grad Dip. Ed. (Primary) (QUT), Grad Dip. Religious Education (ACU), M. Ed (Teacher Librarianship) (CSU), Grad Cert. ICT in Education (CSU)

Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy

Faculty of Education Queensland University of Technology

2019

Abstract

There is an urgent need to improve continuing professional learning for teachers as education becomes increasingly complex. Traditional models of professional development are often fragmented, discrete events, disconnected from teachers' practice and perceived as empty measures of compliance. There is limited research that investigates alternative online professional learning approaches that develop teacher agency, collaboration and active participation. This research addresses this gap in exploring teachers' experience of professional learning through personal learning networks (PLNs).

The study is framed by networked learning, connectivism and connected learning. These theoretical constructs align with contemporary pedagogical thinking and practice in digitally networked environments. This qualitative collective case study focuses on 13 practicing teachers who participated in semi-structured interviews. The data were analysed thematically to create 13 separate cases which were then compared to form a nuanced understanding of professional learning through PLNs.

The findings reveal that teachers' experience of professional learning through PLNs is both intensely personal and socially interconnected. PLNs enable active, interest driven and connected professional learning. The findings support a new model of learning as a connected professional which integrates three elements: arenas of learning ? personal, pedagogical and public, the teacher as learner, and PLN. Each of these elements is characterised by experiences which are linking, stretching or amplifying the individuals' learning and practice. The model of learning as a connected professional presents a guide for teachers or other professionals who wish to initiate or extend their PLN, or for educators wishing to develop pedagogical approaches that

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incorporate aspects of connected learning and PLNs. Thus, the study makes a significant contribution to research, theory, and practice in the emerging field of professional networks and learning, enabled through the affordances of social technologies.

Keywords

Connected learning, connectivism, networked learning, personal learning networks, qualitative case study, social technologies, teacher professional learning.

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Table of Contents

Abstract .....................................................................................................................................1 Keywords ..................................................................................................................................2 Table of Contents......................................................................................................................3 List of Figures ...........................................................................................................................6 List of Tables ............................................................................................................................7 Statement of Original Authorship .............................................................................................8 Acknowledgements ...................................................................................................................9 Academic engagement ............................................................................................................11 Chapter 1: Introduction .......................................................................................... 12 Aim of research.......................................................................................................................13 Significance of research ..........................................................................................................14 Research context - Contemporary schools..............................................................................16 Theoretical perspective - Social learning through networks...................................................18 Research approach ..................................................................................................................20 Summary of key findings........................................................................................................22 Definition of terms ..................................................................................................................23 Structure of thesis ...................................................................................................................25 Chapter 2: Literature review - Teacher professional learning............................ 28 The global context of professional learning research .............................................................29 Terminology ? Professional development or professional learning........................................31 The concept of professional learning ......................................................................................35 The purpose of professional learning......................................................................................38 The effectiveness of professional learning..............................................................................43 Summary - The concept of professional learning ...................................................................48 Measuring the effectiveness of professional learning.............................................................48 Teachers' experience of professional learning........................................................................51 Conclusion ..............................................................................................................................56 Chapter 3: Literature review - Social learning and PLNs ................................... 57 Defining the PLN....................................................................................................................58 Social learning and social constructivism ...............................................................................59 Social configurations for learning...........................................................................................61 Networked learning.................................................................................................................73 Connectivism ..........................................................................................................................78 Connected learning .................................................................................................................81 Learning in personal learning networks..................................................................................90

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Research gaps ....................................................................................................................... 104 Conclusion............................................................................................................................ 104 Chapter 4: Research design................................................................................... 105 The research question........................................................................................................... 105 Positioning the research........................................................................................................ 106 The role of an interpretivist researcher................................................................................. 108 A qualitative collective case study ....................................................................................... 111 Rationale for the collective case study approach ................................................................. 113 Limitations of the research approach ................................................................................... 115 Research design and implementation ................................................................................... 116 Research rigour .................................................................................................................... 138 Limitations of the study........................................................................................................ 143 Ethical considerations........................................................................................................... 146 Conclusion............................................................................................................................ 148 Chapter 5: Professional learning through PLNs - Individual experience......... 149 Introduction .......................................................................................................................... 149 Vignettes - Elements of individual experience..................................................................... 152 Summary - Vignettes............................................................................................................ 195 Conclusion............................................................................................................................ 197 Chapter 6: Professional learning through PLNs ? Reflective responses........... 198 Introduction .......................................................................................................................... 198 Naming the PLN................................................................................................................... 198 Blurring boundaries between online and offline .................................................................. 201 The advantages and disadvantages of professional learning through PLNs......................... 203 Outcomes of professional learning through PLNs ............................................................... 208 Advice to others ................................................................................................................... 212 Conclusion............................................................................................................................ 213 Chapter 7: Professional learning through PLNs - Shared experience .............. 215 Introduction .......................................................................................................................... 215 Elements of shared experience ............................................................................................. 216 Learning purposefully .......................................................................................................... 217 Learning strategically ........................................................................................................... 228 Learning socially .................................................................................................................. 238 Conclusion............................................................................................................................ 249 Chapter 8: Learning as a connected professional through the PLN ................. 251 Introduction .......................................................................................................................... 251 The model of learning as a connected professional.............................................................. 252

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Variations in experience - Linking, stretching and amplifying.............................................253 The arenas of professional learning ......................................................................................254 The teacher as learner ...........................................................................................................279 The PLN................................................................................................................................296 Summary - The practice of learning as a connected professional through a PLN ................305 Conclusion ............................................................................................................................306 Chapter 9: Conclusion ........................................................................................... 308 Summary - Research context and findings ...........................................................................308 Contributions to theory and practice .....................................................................................309 Recommendations for further study......................................................................................313 Conclusion ............................................................................................................................315 Reference list........................................................................................................... 316 Appendix A ............................................................................................................. 349 Appendix C ............................................................................................................. 351 Appendix D ............................................................................................................. 357 Appendix E ............................................................................................................. 358

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List of Figures

Figure 3.1. Summary of the content of Chapter 3................................................................57 Figure.3.2. An online community including a network aspect. ...........................................67 Figure 4.1. Analytics of the geographical location of my Twitter followers as at 03

July 2018......................................................................................................120 Figure 4.2. Phases and timeframe of data collection. ........................................................127 Figure 4.3. Audit of reflective blog post - confirming understandings and

enhancing credibility. ..................................................................................140 Figure 4.4. Audit on reflective blog post - demonstrating applicability and

transferability into different learning contexts.............................................141 Figure 5.1. Summary of the findings presented in Chapters 5,6 & 7.................................151 Figure 5.2. Summary of findings presented in Chapter 5. .................................................152 Figure 5.3. Alex's PLN map...............................................................................................154 Figure 5.4. Anna's PLN map..............................................................................................157 Figure 5.5. Charlie's PLN map...........................................................................................160 Figure 5.6. Chris's PLN map..............................................................................................163 Figure 5.7. Evan's PLN map. .............................................................................................167 Figure 5.8. Jas's PLN map. ................................................................................................170 Figure 5.9. Jo's PLN map...................................................................................................173 Figure 5.10. Leanne's PLN map.........................................................................................176 Figure 5.11. Lou's PLN map..............................................................................................179 Figure 5.12. Maryanne's PLN map part 1. .........................................................................182 Figure 5.13. Maryanne's PLN map part 2. .........................................................................184 Figure 5.14. Morgan's PLN map........................................................................................186 Figure 5.15. Sean's PLN map.............................................................................................189 Figure 5.16. Stell's PLN map part 1...................................................................................192 Figure 5.17. Stell's PLN map part 2...................................................................................193 Figure 6.1. Summary of the findings presented in Chapter 6 ............................................198 Figure 7.1. Summary of the findings presented in Chapter 7. ...........................................215 Figure 8.1. Model of learning as a connected professional through a PLN.......................252 Figure 8.2. The variation in learning experiences is described as linking, stretching

and amplifying. ............................................................................................253 Figure 8.3 The three arenas of professional learning.........................................................255 Figure 8.4. The teacher as learner......................................................................................279 Figure 8.5. The PLN ..........................................................................................................297

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List of Tables

Table 2.1 Summary of the four ages of professionalism and professional learning ............ 36 Table 2.2 Comparison of 3 professional learning models ................................................... 39 Table 2.3 Comparison of spectrum of CPD* models with metaphors for continuing

teacher PD..................................................................................................... 41 Table 3.1 A comparison of community and network structures........................................... 70 Table 3.2 Affordances identified through research.............................................................. 77 Table 3.3 Key features of networked learning, connectivism and connected

learning ......................................................................................................... 89 Table 3.4 Social technologies supporting social learning ................................................... 94 Table 4.1 Summary of demographic data of research participants................................... 123 Table 4.2 Comparing extant, elicited and enacted data collection to data collection

in this study.................................................................................................. 125 Table 5.1 Summary of the teachers' uses and views of their PLNs .................................... 196 Table 6.1 Participants' use of the term PLN ...................................................................... 199 Table 6.2 Advantages of a PLN for professional learning................................................. 204 Table 6.3 Disadvantages of a PLN for professional learning ........................................... 206 Table 6.4 Advantages and disadvantages of learning through a PLN .............................. 207 Table 7.1 Themes and subthemes of shared experiences of participants........................... 217 Table 8.1 Purpose of professional learning according to professional learning

arena............................................................................................................ 256 Table 8.2 Learning experiences in the pedagogical arena aligned with Kennedy's

models of CPD ............................................................................................ 259 Table 8.3 Professional learning experiences through a PLN in the pedagogical

arena............................................................................................................ 264 Table 8.4 Professional learning experiences through a PLN in the personal arena......... 267 Table 8.5 Outcomes and personal attributes experienced within the personal arena ....... 271 Table 8.6 Professional learning experiences through a PLN in the public arena............. 274 Table 8.7 Participants' experiences of the arenas of professional learning through

a PLN........................................................................................................... 278 Table 8.8 Variation in autonomy and its influence on professional learning.................... 281 Table 8.9 Variation in understanding the concept of networked learning......................... 284 Table 8.10 Variation of participation in the PLN .............................................................. 287 Table 8.11 The range of experiences of social network literacy........................................ 291 Table 8.12 Continuum of social technologies affordances in PLNs .................................. 299 Table 8.13 Types of connections within a PLN.................................................................. 303

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