ABSTRACT
Chapter 1 ended with a question about the nature of teacher learning, particularly in relation to ‘network learning’, and so in this chapter we will examine how to conceptualise ‘learning’. An obvious question might be: ‘Why consider teacher learning when the focus of the book has been on knowledge creation and sharing?’ It was evident in Chapter 1 that many of those concerned with educational networks and professional learning communities (PLCs) discussed these ideas in relation to teacher learning. Examples include Lieberman and Wood (2004) on the role of teacher learning in relation to networks and professional communities, Stoll et al. (2006) on PLCs, discussions of ‘network learning’ (e.g. Jackson and Temperley 2006) and Veugelers and O’Hair (2005a) and the enhancement of teacher learning through collaboration in professional communities. Similarly, discussions of continuous professional development (CPD) are concerned with teacher learning, for example policy documents (DfEE 2000) and reviews of literature on CPD (e.g. McCormick et al. 2008; Wilson and Berne 1999).
