ABSTRACT
A three-phase intervention was designed to stimulate teachers’ learning in networks at five schools for primary education in The Netherlands, drawing on insights from literature on what works in learning in networks. The aim was to study how learning networks could emerge using the existing social networks within the organization. The three-phase intervention consisted of (1) awareness: creating network awareness and accessibility; (2) ability: providing teachers with tools for developing networking skills; and (3) appreciation: assessing the network value to create a greater organizational recognition for learning in networks. Eight learning networks were established among five schools, resulting in more learning ties between teachers, new perspectives for participating teachers on the nature of learning, and an overall greater recognition of the emancipatory role of networked learning.
