Professional Competence of Teachers in School Networks

Abstract

School networks represent an effective way to further advance teachers’ professional development. However, only a few studies investigate the relations between teachers’ professional competencies and their membership in school networks. The aim of the present study therefore was to examine how the participation in professional networks between universities and schools affects aspects of the professional competence of the participating teachers. The study used content analysis to analyse interview data from twelve teachers who participated in a school network between six schools and one university. Our results indicate that participating teachers experience an increase in their subject-specific pedagogical content knowledge and that the school network activities initiate processes of reflection of teaching practice. The results are discussed in relation to the importance of school networks as a way of developing teachers’ professional competence.