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Oxford Review of Education Volume 47, 2021 - Issue 1: Teacher education research, policy and practice: future directions
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Research Article

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

Linda Clarkea School of Education, Ulster University, Coleraine, Northern IrelandCorrespondence[email protected]
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,
Conor Galvinb School of Education, University College, Dublin, IrelandView further author information
,
Maria Campbellc Education Department, St Angela’s College, Sligo, IrelandView further author information
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Pamela Cowand School of Social Sciences, Education and Social Work, Queen’s University, Belfast, Northern IrelandView further author information
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Kathy Halle School of Education, University College Cork, Cork, IrelandView further author information
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Geraldine Magennisf Education Department, St Mary’s University College, Belfast, Northern IrelandView further author information
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Teresa O’Dohertyg Office of the President, Marino Institute of Education, Dublin, IrelandView further author information
,
Noel Purdyh Department of Teacher Education, Stranmillis University College, Belfast, Northern IrelandORCID Iconhttps://orcid.org/0000-0002-6180-9669View further author information
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Lesley Abbotti School of Education, Ulster University, Northern IrelandView further author information
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Pages 79-97 | Published online: 24 Nov 2020

Citations (10)

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Ludwig Chanyau & Eureta Rosenberg. (2024) Value created for small-scale farmers in an agroecology movement in the Eastern cape region of South Africa: an application of the value creation framework. Agroecology and Sustainable Food Systems 48:3, pages 382-409.
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David B. Tataw. (2024) Value creation in student team projects. Evidence from intra-group assessments in online management courses. Innovations in Education and Teaching International 61:1, pages 128-142.
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Noel Purdy, Kathy Hall, Daria Khanolainen & Conor Galvin. (2023) Reframing teacher education around inclusion, equity, and social justice: towards an authentically value-centred approach to teacher education in Europe. European Journal of Teacher Education 46:5, pages 755-771.
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Richard Bowles & Anne O’Dwyer. (2022) Identifying learning in a coaching community of practice: a collaborative self-study. European Journal for Sport and Society 19:3, pages 214-231.
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John O’Flynn, Gwen Moore, Frances Burgess & Jayne Moore. (2022) Comparative music education in partnership: examining policy and provision of music in initial teacher education in Ireland and Northern Ireland. Music Education Research 24:3, pages 364-376.
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Ksenia Zavyalova & Conor Galvin. (2022) Teachers as media creators and prosumers: exploring the reasons & values behind their YouTube pedagogical activity. Irish Educational Studies 41:1, pages 187-200.
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Articles from other publishers (4)

Wendy M. Heemskerk, Anna M. T. van der Linden, Jet Bussemaker & Christian Wallner. (2024) Value creation in a learning community: an interprofessional partnership between nursing home care, education and students. International Journal of Nursing Education Scholarship 21:1.
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Manisa Ghani, Pauline Cooper-Ioelu & Tanisha Jowsey. (2024) Measuring the added value of virtual communities of practice for developing the educator role of critical care professionals. BMJ Open Quality 13:1, pages e002556.
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Marjon Baas, Robert Schuwer, Ellen van den Berg, Tjark Huizinga, Roeland van der Rijst & Wilfried Admiraal. (2022) What’s in it for me? A mixed-methods study on teachers’ value creation in an inter-institutional community on open educational resources in higher education. Education and Information Technologies.
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Kelly Gomez Johnson, Paula Jakopovic & Christine von Renesse. (2021) Supporting Teaching and Learning Reform in College Mathematics: Finding Value in Communities of Practice. Journal for STEM Education Research 4:3, pages 380-396.
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