Professional learning communities in initial teacher education in Uruguay

social network analysis

Authors

DOI:

https://doi.org/10.18861/cied.2024.15.1.3479

Keywords:

communities of practice, professional development, preservice teacher education, teacher collaboration, network analysis

Abstract

This research addresses a network analysis in three teacher education centers for teachers and professors in Uruguay to determine the degree to which they function in professional communities according to four aspects: innovation initiatives, information exchange, digital inclusion, and collaboration in planning. The study is based on a previous categorization regarding the level of digital inclusion for deep learning on the basis of an online survey applied to 32 principals of public teacher education centers (high, medium, and low levels). One case was identified at each level, taking into account the geographic characteristics and the type of teacher education center. In each case, information-gathering techniques were applied: in-depth interviews, surveys for the network analysis, and focus groups. Results show that in all three cases, professional learning communities lite (as defined by Dufour & Reeves, 2016). In two of the centers, those with the higher rate of digital inclusion for learning, there is a diversity in the actors who form the ties that make up the networks. Last, the innovation network is the weakest in terms of the number and variety of the ties.

Downloads

Download data is not yet available.

References

Antinluoma, M., Ilomaki, L., Lahti-Nuuttila, P., & Toom, A. (2018). Schools as professional learning communities. Journal of Education and Learning, 7(5), 76-91. https://doi.org/10.5539/jel.v7n5p76

Antoci, A., Sabatini, F., & Sodini, M. (2012). See you on Facebook! A framework for analyzing the role of computer-mediated interaction in the evolution of social capital. The Journal of Socio-Economics, 41(5), 541-547.

Baker-Doyle, K. (2014). Stories in networks and networks in stories: a tri-modal model for mixed-methods social network research on teachers. International Journal of Research & Method in Education, 38(1), 72–82. http://dx.doi.org/10.1080/1743727X.2014.911838

Bauernschuster, S., Falck, O., & Woessmann, L. (2014). Surfing alone? The Internet and social capital: evidence from an unforeseeable technological mistake. Journal of Public Economics, 117, 73–89. https://doi.org/10.1016/J.JPUBECO.2014.05.007

Brown, B., Horn, R., & King, G. (2018). The effective implementation of professional learning communities. Alabama Journal of Educational Leadership, 5(August 2018), 53-59.

Burke, M., Kraut, R., & Marlow, C. (2011). Social capital on Facebook: Differentiating uses and users. In Proceedings of the SIGCHI Conference on human factors in computing systems (pp. 571-580). https://doi.org/10.1145/1978942.1979023

Cabrera Borges, C., Cabrera Borges, A., Carámbula, S., Pérez, A., & Pérez, M. (2018). Tecnologías digitales: análisis de planes de profesorado de Uruguay. Cuadernos de Investigación Educativa, 9(2), 13-32. https://dx.doi.org/10.18861/cied.2018.9.2.2858

Camacho, D., Panizo-Lledot, Á., Bello-Orgaz, G., Gonzalez-Pardo, A., & Cambria, E. (2020). The four dimensions of social network analysis: An overview of research methods, applications, and software tools. Information Fusion, 63, 88–120. https://doi.org/10.1016/j.inffus.2020.05.009

Carolan, B. (2013). Social network analysis and education: Theory, methods, and applications. Sage.

Carrington, P., Scott, J., & Wasserman, S. (2005). Models and methods in social network analysis. Cambridge University Press.

Cholifah, P., & Oktaviani, H. (2019). Mapping the innovation of professional learning communities (PLC) in primary schools: A review. In E. Retnowati, Suprapto, M. Jerusalem, K. Sugiyarto & Wagiron (Eds.), Innovative teaching and learning methods in educational systems (pp. 184-189). Routledge. https://doi.org/10.1201/978042928997

Civís, M., López, S., & Díaz-Gibson, J. (2017). El capital social dels estudiants del darrercurs de Magisteri. Una aproximació a les seves xarxes socials en el marc de la facultat [The social capital of the students of the last course of Teacher Training. An approach to their social networks within the framework of the faculty]. REIRE Revista d'Innovació i Recerca en Educació, 10(1), 34-56.

Consejo de Formación en Educación [CFE]. (2008). Sistema nacional de formación docente 2008. Documento final [National Teacher Training System 2008. Final document]. http://www.cfe.edu.uy/images/stories/pdfs/plan_nacional/sundf_2008.pdf

D’Ardenne, C., Barnes, D., Hightower, E., Lamason, P., Mason, M., Patterson, P., & Erickson, K. (2013). PLCs in action: Innovative teaching for struggling Grade 3-5 readers. The Reading Teacher, 67(2), 143-151.

De Dios, T. (2020). Transformación de un modelo educativo a través de la formación y las comunidades docentes de aprendizaje [Transformation of an educational model through training and learning communities]. Revista Interuniversitaria de Formación del Profesorado, 34(2), 61-78. https://doi.org/10.47553/rifop.v34i2.77131

del Fresno García, M., Daly, A., & Segado Sánchez-Cabezudo, S. (2016). Identifying the new Influencers in the Internet Era: Social Media and Social Network Analysis. Revista Española de Investigaciones Sociológicas, 153, 23-40. http://dx.doi.org/10.5477/cis/reis.153.23

Dogan, S., Pringle, R., & Mesa, J. (2015). The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: a review. Professional Development in Education, 42(4), 569-588. http://doi.org/10.1080/19415257.2015.1065899

Donoso, P. (2020). Comunidades Profesionales de Aprendizaje: una estrategia para repensar la escuela, propiciar la justicia social y tributar a la mejora continua [Professional Communities of Learning: a strategy to rethink school, promote social justice and pay tribute to continuous improvement]. Revista Chilena de Pedagogía, 1(2), 107-131. https://doi.org/10.5354/2452-5855.2020.58078

DuFour, R., & Reeves, D. (2016). The futility of PLC Lite. Phi Delta Kappan, 97(6), 69–71. https://doi.org/10.1177/0031721716636878

Ellison, N., Steinfield, C., & Lampe, C. (2007). The benefits of Facebook “friends:” Social capital and college students’ use of online social network sites. Journal of Computed-Mediated Communication, 12(4), 1143-1168. https://doi.org/10.1111/j.1083-6101.2007.00367.x

Feldman, J. (2020). The role of professional learning communities to support teacher development: A social practice theory perspective. South African Journal of Education, 40(1), 1-8. https://doi.org/10.15700/saje.v40n1a1668

Froehlich, D., Van Waes, S., & Schäfer, H. (2020). Linking Quantitative and Qualitative Network Approaches: A Review of Mixed Methods Social Network Analysis in Education Research. Review of Research in Education, 44(1), 244–268. https://doi.org/10.3102/0091732X20903311

Fundación Ceibal. (2020). Un nuevo escenario educativo: los desafíos del COVID-19 y la transición hacia una educación combinada [A new educational scenario: The challenges of COVID-19 and the transition towards a combined education]. + Aprendizajes, 2(4).

Garay, S., Queupil, J., Maureira, O., Garay, C., & Guíñez, C. (2019). El liderazgo distribuido desde la perspectiva del análisis de redes: una experiencia en escuelas vulnerables y efectivas de Chile [Distributed leadership from the perspective of network analysis: an experience in vulnerable and effective schools in Chile]. Profesorado. Revista de Currículum y Formación del Profesorado, 23(2), 169-188. https://doi.org/10.30827/profesorado.v23i2.9269

Gómez, M., Ferrer, R., & Herrán, A. (2015). Las redes sociales verticales en los sistemas formales de formación inicial de docentes [Vertical social networks in formal systems of initial teacher training]. Revista Complutense de Educación, 26(2015), 215-232. http://dx.doi.org/10.5209/rev_RCED.2015.v26.46330

Hairon, S., Chua, K., & Abbas, D. (2019). Professional learning communities. In B. Wong, S. Hairon & P. Tee Ng (Eds.), School leadership and educational change in Singapore (pp. 107-122). Springer. https://doi.org/10.1007/978-3-319-74746-0_7

Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.

Hargreaves, A., & O’Connor, M. (2018). Collaborative professionalism. When teaching together means learning for all. Corwin.

Lizcano, A., & Hennig, C. (2022). Factores, resultados y evaluación del impacto de las comunidades de práctica en el desarrollo de competencias tecnológicas en educación superior. Una revisión sistemática de literatura [Factors, outcomes, and evaluation of the impact of communities of practice on the development of technological competencies in higher education. A systematic literature review]. Revista Interuniversitaria de Formación del Profesorado, 98(36.2), 207-230. https://doi.org/10.47553/rifop.v98i36.2.90739

Hopkins, M., Spillane, J., Jakopovic, P., & Heaton, R. (2013). Infrastructure redesign and instructional reform in mathematics: Formal structure and teacher leadership. The Elementary School Journal, 114(2), 200-224.

Krichesky, G., & Murillo, F. (2011). Las comunidades profesionales de aprendizaje. Una estrategia de mejora para una nueva concepción de escuela [Professional learning communities. An improvement strategy for a new conception of school]. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 9(1), 66-83.

Liou, Y., Daly, A., Canrinus, E., Forbes, C., Moolenaar, N., Cornelissen, F., & Hsiao, J. (2016). Mapping the social side of pre-service teachers: connecting closeness, trust, and efficacy with performance. Teachers and Teaching, 23(6), 1–23. https://doi.org/10.1080/13540602.2016.1218329

López, S. Civís, M., & Molina, J. (2018). La influencia del capital social en el desarrollo profesional de maestros noveles: una aproximación con métodos mixtos desde el análisis de redes sociales [The influence of social capital on the professional development of novice teachers: a mixed-methods approach from social network analysis]. Profesorado. Revista de Currículum y Formación de Profesorado, 22(2), 111-132. https://doi.org/10.30827/profesorado.v22i2.7717

Morales, L. (2011). Análisis de redes sociales como posibilidad teórico-metodológica para la investigación [Analysis of social networks as a theoretical-methodological possibility for research]. Actualidades Investigativas en Educación, 11(3), 1-15. https://doi.org/10.15517/AIE.V11I3.10224

Morales, M., Rivoir, A., Lázaro, J., & Gisbert, M. (2020). ¿Cuánto importa la competencia digital docente? Análisis de los programas de formación inicial docente en Uruguay [How much does digital teacher competence matter? Analysis of initial teacher training programs in Uruguay]. Innoeduca. International Journal of Technology and Educational Innovation, 6(2), 128-140. https://doi.org/10.24310/innoeduca.2020.v6i2.5601

Ning, H., Lee, D., & Lee, W. (2015). Relationships between value orientations, collegiality, and collaboration in school professional learning communities. Social Psychology of Education, 18, 337–354. https://doi.org/10.1007/s11218-015-9294-x

Organisation for Economic Cooperation and Development [OECD]. (2016). Innovating Education and Educating for Innovation. The Power of Digital Technologies and Skills. https://doi.org/10.1787/9789264265097-en

Owen, S. (2014). Teacher professional learning communities in innovative contexts: “ah hah moments”, “passion” and “making a difference” for student learning. Professional Development in Education, 41(1), 57-74. http://doi.org/10.1080/19415257.2013.869504

Penuel, W., Sun, M., Frank, K., & Gallagher, H. (2012). Using social network analysis to study how collegial interactions can augment teacher learning from external professional development. American Journal of Education, 119(1), 103–136.

Prenger, R., Poortman, C., & Handelzalts, A. (2018). The effects of networked professional learning communities. Journal of Teacher Education, 70(5), 441-452. https://doi.org/10.1177/0022487117753574

Questa-Torterolo, M. (2018). Colaboración docente y usos de las TIC en los centros educativos de Uruguay. Estudio de casos múltiples en el contexto del Plan Ceibal [Tesis doctoral, Universitat Autònoma de Barcelona]. TDX. https://tdx.cat/handle/10803/664383

Quinn, D., & Kim, J. (2018). Experimental effects of program management approach on teachers’ professional ties and social capital. Educational Evaluation and Policy Analysis, 40(2), 196–218. https://doi.org/10.3102/0162373717742198

Redes e Inclusión Digital. (2019). Encuesta a directores de centros públicos de formación docente de Uruguay y Chile [Survey of directors of public teacher training centers in Uruguay and Chile]. https://ie.ort.edu.uy/innovaportal/file/103403/1/documento-encuesta-redes-e-inclusion-digital.pdf

Redes e Inclusión Digital. (2020). Encuesta Redes [Network Survey]. https://ie.ort.edu.uy/innovaportal/file/103568/1/encuesta-redes-fase-2.pdf

Rigney, J., Fichtman, N., & Van der Hauwaert, R. (2021). Cross-country collaboration in pursuit of powerful teacher professional learning: Lessons from the European Union. Teaching and Teacher Education, 97(January 2021), Article 103212. https://doi.org/10.1016/j.tate.2020.103212

Rodríguez-Gómez, D. (2015). Gestión del conocimiento y mejora de las organizaciones educativas [Knowledge management and improvement of educational organizations]. La Muralla.

Sannen, J., De Maeyer, S., Struyf, E., De Schauwer, E., & Petry, K. (2021). Connecting teacher collaboration to inclusive practices using a social network approach. Teaching and Teacher Education, 97, Article 103182.

Scott, J. (1990). Social network analysis. Sage.

Silva, J., Usart, M., & Lázaro, J. (2019). Competencia digital docente en estudiantes de último año de Pedagogía de Chile y Uruguay [Digital teaching competence in final year students of Pedagogy from Chile and Uruguay]. Comunicar, 61, 33-43. https://doi.org/10.3916/C61-2019-03

Silva, J., Lázaro, J., Miranda, P., & Canales, R. (2018). El desarrollo de la competencia digital docente durante la formación del profesorado [The development of digital teacher competence during teacher training]. Opción, 34(86), 423-449. https://doi.org/10.1016/j.tate.2020.103182

Sinnema, C., Daly, A., Liou, Y., & Rodway, J. (2020). Exploring the communities of learning policy in New Zealand using social network analysis: A case study of leadership, expertise, and networks. International Journal of Educational Research, 99, Article 101492. https://doi.org/10.1016/j.ijer.2019.10.002

Spillane, J., Hopkins, M., & Sweet, T. (2014). Intra- and inter-school interactions about instruction: Exploring the conditions for social capital development. American Journal of Education, 122, 71–110. https://doi.org/10.1086/683292

Sun, M., Wilhelm, A., Larson, C., & Frank, K. (2014). Exploring colleagues’ professional influence on mathematics teachers’ learning. Teachers College Record, 116(6), 1–30.

Tomàs, J., Nicolau, D., & Expósito, M. (2016). Las relaciones sociales de los estudiantes en la universidad: intensidad, interrelación y vinculación con el rendimiento académico [The social relations of students at the university: intensity, interrelation and link with academic performance]. Cultura y Educación, 28(4), 667-701.

Vaillant, D. (2019). Directivos y comunidades de aprendizaje docente: un campo en construcción [Teacher educators and learning communities: A field under construction]. Revista Eletrônica de Educação, 13(1), 87-106. http://dx.doi.org/10.14244/198271993073

Vangrieken, K., Dochy, P., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Research Review, 15(June 2015), 17-40. https://doi.org/10.1016/j.edurev.2015.04.002

Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2017). Teacher communities as a context for professional development: A systematic review. Teaching and Teacher Education, 61(January 2017), 47-59. https://doi.org/10.1016/j.tate.2016.10.001

Van Waes, S., De Maeyer, S., Moolenaar, N., Van Petegem, P., & Van den Bossche, P. (2018). Strengthening networks: A social network intervention among higher education teachers. Learning and Instruction, 53, 34–49. https://doi.org/10.1016/j.learninstruc.2017.07.005

Wasserman, S., & Faust, K. (1998). Social network analysis: Methods and applications. Cambridge University Press.

Published

2024-01-01

How to Cite

Cabrera Borges, C., Tejera Techera, A., & Questa-Torterolo, M. (2024). Professional learning communities in initial teacher education in Uruguay: social network analysis. Cuadernos De Investigación Educativa, 15(1). https://doi.org/10.18861/cied.2024.15.1.3479

Issue

Section

Research topics