Abstracts
Abstract
In an effort to intentionally create the level of deep learning necessary for practitioners to make meaningful changes in their classrooms, professional networks are increasingly being promoted as mechanisms for knowledge creation that can makes a difference for students. This paper explores the way networks function by testing a theory of action within the Network of Performance Based Schools (NPBS) in British Columbia, Canada. It presents networks as collaborative systems that support particular ways of working and find expression within two distinct organizational units – the network itself and its participant schools.
Résumé
Dans le but de créer un niveau d’apprentissage en profondeur (deep learning) nécessaire aux intervenants pour que ces derniers apportent des changements importants dans les salles de classe, les réseaux professionnels sont de plus en plus promis comme des mécanismes de création du savoir qui peuvent susciter le genre de changements qui feront une différence pour les élèves. Cet article permet d’explorer le mode de fonctionnement des réseaux en faisant l’essai d’une théorie de l’action au sein du réseau Network of Performance Based Schools (NPBS) en Colombie-Britannique, au Canada. Il décrit les réseaux comme des systèmes collaboratifs qui appuient des façons particulières de travailler et qui trouvent une application dans deux unités organisationnelles distinctes – le réseau lui-même et ses écoles participantes.
Appendices
References
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