Teacher professional development and social networking : a case study of a professional learning experience

Abstract

The generation of social capital, viewed in terms of social capacity building, can have a learning dimension. Teachers’ staff development is one area which can contribute towards social capacity building and socially committed teachers have an important part to play in generating social capital. This paper provides a critical review of current professional development processes in Malta with a focus on how different provisions are successful, or limited, in generating social capital and social empowerment. It also discusses the need for Continuing Professional Development (CPD) which capitalizes on practitioners’ experiences, realities and the knowledge of the social context of learning. Research data, in the form of teacher narratives and one longitudinal case study, reveals the importance of the social dimension in CPD. The involvement of teachers in the Let Me Learn Professional Learning Process marks a proactive stance in teacher professional development and transformation through its emphasis on teacher networks, partnerships and externalizing teachers’ knowledge base. It also demonstrates that social capital can be fostered when teachers learn together and collaborate.