Networking as professional learning: a good thing?

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February 20, 2020

Networking is increasingly seen as unequivocally a ‘good thing’ for professional learning. While face-to-face networking has been encouraged for many years, we now see the emergence of a multitude of opportunities for online networking too, sometimes in place of face-to-face, and sometimes in addition to. This IPDA Hong Kong webinar will explore the extent to which networking can be used as a form of professional learning through looking at contemporary literature on both networking and on professional learning, and using these insights to analyse our own experiences. In particular, we will draw on some conceptual frameworks (Fraser et al., 2007; Kennedy, 2005; Kennedy, 2014) to make sense of the learning that we undertake through professional networks.

We will address a number of questions, including:

  • What does/can networking for professional learning look like?
  • Who is this networking for?
  • What kind(s) of professional learning does networking support?
  • What are the drawbacks, or dangers, of networking?
  • How can we best engage deliberately in networking that will support professional learning?

Ultimately, we hope that involvement in this webinar will help participants to engage more purposefully and deliberately in networking that will actively support their own, and others’, professional learning.

Prior to the event, starting on Monday 2nd March @IPDA_HongKong will be hosting a Twitter slowchat using the hashtag, #IPDAconversations. Each day, we will be exploring and discussing one of the questions above. Get involved, and follow the hashtag. 

This webinar is open to IPDA members only. More information can be found here.

References:

  • Fraser, C., Kennedy, A., Reid, L. & McKinney, S. (2007). Teachers’ continuing professional development (CPD): contested concepts, understandings and models. Journal of In-Service Education, 33(2), 153-169.
  • Kennedy, A. (2005). Models of continuing professional development (CPD): a framework for analysis. Journal of In-Service Education, 31(2), 235 – 250.
  • Kennedy, A. (2014). Understanding CPD: The need for theory to impact on policy and practice. Professional Development in Education, 40(5), 688-697.

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