Power, knowledge and positioning in teacher networks (original) (raw)

This viewpoint article critiques the idealized concept of networks in teacher professional development, questioning the assumptions that underlie their effectiveness. By exploring issues of power and politics in educational networks, the authors argue that traditional views overlook the complexities of teacher agency, knowledge sharing, and the impact of different network organizations on educational change. The paper calls for a deeper examination of how these factors influence the experiences and identities of teachers involved in professional development networks.