Assessing the Value of SCoTENS as a Cross-Border Professional Learning Network in Ireland Using the Wenger-Trayner Value-Creation Framework

Autor/inn/en	Clarke, Linda; Galvin, Conor; Campbell, Maria; Cowan, Pamela; Hall, Kathy; Magennis, Geraldine; O'Doherty, Teresa; Purdy, Noel; Abbott, Lesley
Titel	Assessing the Value of SCoTENS as a Cross-Border Professional Learning Network in Ireland Using the Wenger-Trayner Value-Creation Framework
Quelle	In: Oxford Review of Education, 47 (2021) 1, S.79-97 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Purdy, Noel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2020.1835624
Schlagwörter	Foreign Countries; Teacher Educators; Faculty Development; Faculty Organizations; Educational Research; Organizational Effectiveness; Ireland; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Bildungsforschung; Pädagogische Forschung; Unternehmenserfolg; Irland
Abstract	SCoTENS (the Standing Conference on Teacher Education North and South) is a unique network of teacher educators from north and south of the Irish border. Funded by government departments and membership institutions across the island, it is facing a range of potential uncertainties. This study is an attempt to map the values and impacts of a complex boundary object. A framework designed by Wenger-Trayner was adapted to create a bespoke research tool. This was deployed to collect data in semi-structured conversations (cross-border pairs of respondents) and in monologues from individual contributors. The study permitted researchers to access both the breadth (from a range of stakeholders) and depth (from immediate to transformative) of significances and to capture the unique flavours and forms of perceived values across this terrain. Sustaining this vulnerable and valuable network in an uncertain future will be usefully informed by these findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01