Assessing the value of SCOTENS as a cross-border professional learning network in Ireland using the Wenger–Trayner value-creation framework

Linda Clarke, Conor Galvin, Maria Campbell, Pamela Cowan, Kathy Hall, Geraldine Magennis, Teresa O’Doherty, Noel Purdy, Lesley Abbott

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)
8 Downloads (Pure)

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.
Original languageEnglish
Pages (from-to)79-97
Number of pages19
JournalOxford Review of Education
Volume47
Issue number1
Early online date24 Nov 2020
DOIs
Publication statusE-pub ahead of print - 24 Nov 2020

Bibliographical note

Publisher Copyright:
© 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.

Keywords

  • Teacher Education
  • Values
  • Networks
  • SCotens
  • Wenger
  • Brexit
  • Ireland

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