Networked Professional Learning Emerging and Equitable Discourses fo
Over the past decades a new form of professionalism has emerged, characterized by factors of fluidity, instability and continual change, leading to the necessitation of new forms of professional development that support agile and flexible expansion of pro
- PDF / 4,015,026 Bytes
- 276 Pages / 439.42 x 683.15 pts Page_size
- 93 Downloads / 163 Views
Allison Littlejohn Jimmy Jaldemark Emmy Vrieling-Teunter Femke Nijland Editors
Networked Professional Learning Emerging and Equitable Discourses for Professional Development
Research in Networked Learning
Series Editors Vivien Hodgson David McConnell
More information about this series at http://www.springer.com/series/11810
Allison Littlejohn • Jimmy Jaldemark Emmy Vrieling-Teunter • Femke Nijland Editors
Networked Professional Learning Emerging and Equitable Discourses for Professional Development
Editors Allison Littlejohn College of Social Sciences University of Glasgow Glasgow, UK
Jimmy Jaldemark Department of Education Mid Sweden University Sundsvall, Sweden
Emmy Vrieling-Teunter Welten Institute Research Centre for Learning, Teaching, and Technology Open University of the Netherlands Heerlen, The Netherlands
Femke Nijland Welten Institute Research Centre for Learning, Teaching, and Technology Open University of the Netherlands Heerlen, The Netherlands
ISSN 2570-4524 ISSN 2570-4532 (electronic) Research in Networked Learning ISBN 978-3-030-18029-4 ISBN 978-3-030-18030-0 (eBook) https://doi.org/10.1007/978-3-030-18030-0 © Springer Nature Switzerland AG 2019 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Foreword
From its early research days to the present day, networked learning has had two core constituencies: that of higher education and that of post experience or professional development. While the work of networked learning researchers and practitioners now takes in other and wider constituencies, the focus on professional development remains both important and significant. Consequently, we very much welcome to the Springer Book Series on Research in Networke
Data Loading...
