What Difference Do Networks Make to Teachers' Knowledge? Literature Review and Case Descriptions. OECD Education Working Papers, No. 215

Autor/in	Révai, Nóra
Institution	Organisation for Economic Cooperation and Development (OECD) (France)
Titel	What Difference Do Networks Make to Teachers' Knowledge? Literature Review and Case Descriptions. OECD Education Working Papers, No. 215
Quelle	(2020), (76 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1993-9019
DOI	10.1787/75f11091-en
Schlagwörter	Evidence Based Practice; Educational Innovation; Educational Research; Educational Policy; Teacher Characteristics; Foreign Countries; Research Utilization; Educational Improvement; Institutional Cooperation; International Cooperation; Pedagogical Content Knowledge; Knowledge Management; Communities of Practice; Shared Resources and Services; Social Networks; Partnerships in Education; College School Cooperation; Professional Development; Teacher Collaboration; Access to Information; Educational Practices; United Kingdom (England); Netherlands; Hungary; France; Canada (Toronto) + Suchen Sie Ihr Suchwort? Instructional innovation; Bildungsinnovation; Bildungsforschung; Pädagogische Forschung; Politics of education; Bildungspolitik; Ausland; Forschungsumsetzung; Teaching improvement; Unterrichtsentwicklung; Institute; Co-operation; Cooperation; Institut; Kooperation; Internationale Kooperation; Internationale Zusammenarbeit; Pädagogische Kompetenz; Wissensmanagement; Community; Gemeinwirtschaft; Social network; Soziales Netzwerk; Hochschulpartnerschaft; Lehrerkooperation; Bildungspraxis; Niederlande; Ungarn; Frankreich
Abstract	The paper investigates two -- often disconnected -- policy questions: how can we scale the use of evidence in teaching practice, and how can we generate and scale innovation? Both questions necessitate understanding how teachers and schools connect with each other, and with other organisations and professionals. The paper thus explores the role of networks in scaling evidence and innovation through a review of literature and a number of short case descriptions. Through the lens of networks, the analysis shows how the mobilisation, construction and diffusion of knowledge are of central importance in both policy issues. It suggests that scaling evidence and innovation should be treated as one ecosystem, in which mechanisms that allow effectively blending research and practical knowledge are key. Further, the paper proposes a framework for studying knowledge dynamics in networks to better understand how their context, characteristics and devices can contribute to facilitate these dynamics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01