<Article>Basic Research on Professional Learning Networks

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  • <論文>専門的学習ネットワークに関する基礎的研究
  • 専門的学習ネットワークに関する基礎的研究
  • センモンテキ ガクシュウ ネットワーク ニ カンスル キソテキ ケンキュウ

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Description

This paper is intended to provide a theoretical foundation for Professional Learning Networks (PLN). According to Louise Stoll, “the increased complexity of a fast-changing world has brought new challenges for schooling that are too great for those in any one school to address alone.” The concept of PLNs is needed in response to these circumstances. However, research on the topic is still in its infancy in Japan, and theoretical research on it in particular is still underdeveloped. This paper discusses what PLNs are, how they are currently developing around the world, and what the conditions are for their success. Perhaps the most cited definition of PLNs in the field is this one by Chris Brown and Cindy L. Poortman: “any group who engage in collaborative learning with others outside of their everyday community of practice, in order to improve teaching and learning in their school(s) and/or the school system more widely.” This definition is further illustrated visually in the model diagram. PLNs are developing not only in Europe and the United States but also in Latin America, and their form, content, and names vary depending on the context in which they are located. Research suggests that the use of PLNs can lead to improving teaching practices and student learning. However, their use does not automatically lead to improving practice. Several conditions must be in place: focus, collaboration, reflective professional inquiry, leadership, group and individual learning, and boundary crossing.

Journal

  • 地域連携教育研究

    地域連携教育研究 10 145-157, 2025-03-03

    Center for the Promotion of Interdisciplinary Education and Research, Education and Research Unit for Regional Alliances, Kyoto University

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