Measuring Reflective Inquiry in Professional Learning Networks: A Conceptual Framework
This study introduces a conceptual framework to measure reflective inquiry in professional learning networks (PLNs). The framework represents a continuum of three components: critical dialog, the use of multiple data sources, and depth of reflection. It is validated through 8 h of PLN conversations...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-03-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/3/333 |
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| author | Ariadne Warmoes Chris Brown Iris Decabooter Els Consuegra |
| author_facet | Ariadne Warmoes Chris Brown Iris Decabooter Els Consuegra |
| author_sort | Ariadne Warmoes |
| collection | DOAJ |
| description | This study introduces a conceptual framework to measure reflective inquiry in professional learning networks (PLNs). The framework represents a continuum of three components: critical dialog, the use of multiple data sources, and depth of reflection. It is validated through 8 h of PLN conversations (2195 contributions). The results show that the majority of dialog within PLNs consisted of free-flowing discussions (64.37%), using personal experiences as data source (92.57%), and descriptive reflection with external attribution (R1: 79.82%). High-level reflective inquiry was rare (0.18%). Findings highlight the need for skilled facilitation and strategies to foster reflective inquiry. |
| format | Article |
| id | doaj-art-f2642caffb2e487b8b29ed3ccc8014eb |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-f2642caffb2e487b8b29ed3ccc8014eb2025-08-20T03:43:11ZengMDPI AGEducation Sciences2227-71022025-03-0115333310.3390/educsci15030333Measuring Reflective Inquiry in Professional Learning Networks: A Conceptual FrameworkAriadne Warmoes0Chris Brown1Iris Decabooter2Els Consuegra3BRITE, Vrije Universiteit Brussel, 1050 Brussel, BelgiumSouthampton Education School, University of Southampton, Southampton SO17 1BJ, UKU-Rise Research Group, Hasselt University, 3590 Diepenbeek, BelgiumBRITE, Vrije Universiteit Brussel, 1050 Brussel, BelgiumThis study introduces a conceptual framework to measure reflective inquiry in professional learning networks (PLNs). The framework represents a continuum of three components: critical dialog, the use of multiple data sources, and depth of reflection. It is validated through 8 h of PLN conversations (2195 contributions). The results show that the majority of dialog within PLNs consisted of free-flowing discussions (64.37%), using personal experiences as data source (92.57%), and descriptive reflection with external attribution (R1: 79.82%). High-level reflective inquiry was rare (0.18%). Findings highlight the need for skilled facilitation and strategies to foster reflective inquiry.https://www.mdpi.com/2227-7102/15/3/333reflective inquiryprofessional learning networksmeasurement instrumentprofessional developmentin-service teachers |
| spellingShingle | Ariadne Warmoes Chris Brown Iris Decabooter Els Consuegra Measuring Reflective Inquiry in Professional Learning Networks: A Conceptual Framework Education Sciences reflective inquiry professional learning networks measurement instrument professional development in-service teachers |
| title | Measuring Reflective Inquiry in Professional Learning Networks: A Conceptual Framework |
| title_full | Measuring Reflective Inquiry in Professional Learning Networks: A Conceptual Framework |
| title_fullStr | Measuring Reflective Inquiry in Professional Learning Networks: A Conceptual Framework |
| title_full_unstemmed | Measuring Reflective Inquiry in Professional Learning Networks: A Conceptual Framework |
| title_short | Measuring Reflective Inquiry in Professional Learning Networks: A Conceptual Framework |
| title_sort | measuring reflective inquiry in professional learning networks a conceptual framework |
| topic | reflective inquiry professional learning networks measurement instrument professional development in-service teachers |
| url | https://www.mdpi.com/2227-7102/15/3/333 |
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