Description
Researchers and policymakers recognize the potential of professional learning networks (PLNs) as a strategy for professional learning and school improvement. Across the OECD, 40% of teachers participate in PLNs specifically formed for professional development (OECD, 2019). Despite widespread implementation, empirical evidence on PLN effects is scarce, with limited understanding of the processes linking networks to changes in practice and student learning (Poortman et al., 2021). This study systematically reviews literature on the research design and outcomes of PLNs at the participant, school, and student levels, and explores explanations for these results.Following the PRISMA 2020 statement, this systematic literature review involved identifying articles in databases (n=2539), screening titles and abstracts (n=1432), and full-text screening using predefined criteria (n=134). Additional articles were found through snowballing (n=3), resulting in 17 included articles. To address the employed research designs, each study was situated within the Levels of Evidence Pyramid, and a quality appraisal was conducted using the Mixed Methods Appraisal Tool (MMAT). For the outcomes of PLNs and reported explanations, deductive coding in NVivo was used, guided by Poortman et al.’s (2021) conceptual PLN model.
The results for the employed research designs show that most reviewed studies are case studies, highlighting a need for more robust designs to establish stronger causal links between PLNs and various outcomes. Many studies relied on self-reported measures and lacked detailed descriptions of qualitative data collection and analysis. However, some studies employed rigorous methods, setting an example for discerning causality.
Regarding effects at participant, school, and student levels, eight studies reported moderate to positive impacts at the participant level, including improvements in knowledge, skills, attitudes, and practice changes. However, the application of knowledge to practice varied. Four studies indicated moderate changes at the school level, such as knowledge sharing within the school team and changes in school policy. At the student level, results were mixed: among the five studies reporting on whole-school student achievement, one found no significant relation, while four found positive links. These variations may stem from differences in network structures, relationships, and the local flexibility and autonomy of networks.
Explanations for how PLNs impacted participants, schools, and students align with known enactment processes and influencing factors (e.g., Poortman et al., 2021). Additionally, the study identified three new elements: capacity building, interpersonal relationships, and factors at the PLN organizational level. However, insufficient details on PLN designs and activities often hindered the ability to connect design, processes, and outcomes.
The study’s findings on the positive impacts and potential of PLNs highlight them as transformative tools for professional learning and school improvement. PLNs can help educators and schools navigate transitions and uncertainties in the current educational landscape.
| Period | 13 Feb 2025 |
|---|---|
| Event title | International Congress for School Effectiveness and School Improvement: Redefining Education: Purpose and Possibility |
| Event type | Conference |
| Location | Melbourne, AustraliaShow on map |
| Degree of Recognition | International |