ICT professional development by encouraging communities and networks across five closely located K12 schools

Abstract

Many studies have found that participation in teacher communities is an essential part of professional development (Timperley et al., 2008). Such professional development could be described as a relational-responsive approach to change because thoughts and activities emerge inside relationships rather than outside or planned beforehand (Gustavsen et al., 2001). Most research has focused on teacher communities within schools. However, there also lies potential in collaboration across schools. For example, action researchers held dialogue conferences during a two and a half year period with more than 100 principals from a range of schools. The aim was to develop new knowledge on how to implement reforms in their schools but also to inspire the principals to use dialogue conferences as a way to structure conversations in the schools (Wilkinson et al., 2010).