Please use this identifier to cite or link to this item: http://hdl.handle.net/1942/45848
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dc.contributor.authorWarmoes, Ariadne-
dc.contributor.authorBrown, Chris-
dc.contributor.authorDECABOOTER, Iris-
dc.contributor.authorConsuegra, Els-
dc.date.accessioned2025-04-08T13:15:32Z-
dc.date.available2025-04-08T13:15:32Z-
dc.date.issued2025-
dc.date.submitted2025-04-07T13:33:28Z-
dc.identifier.citationEducation sciences, 15 (3) (Art N° 333)-
dc.identifier.urihttp://hdl.handle.net/1942/45848-
dc.description.abstractThis 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.-
dc.description.sponsorshipThis research was supported by the Ministry of Education in Flanders (Belgium) and is part of a broader project entitled ‘Steunpunt Centrale Toetsen in Onderwijs’. The collaboration between the VUB and University of Southampton was funded by FWO grant for a long stay abroad (V450424N).-
dc.language.isoen-
dc.publisherMDPI-
dc.rights2025 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/ licenses/by/4.0/).-
dc.subject.otherreflective inquiry-
dc.subject.otherprofessional learning networks-
dc.subject.othermeasurement instrument-
dc.subject.otherprofessional development-
dc.subject.otherin-service teachers-
dc.titleMeasuring Reflective Inquiry in Professional Learning Networks: A Conceptual Framework-
dc.typeJournal Contribution-
dc.identifier.issue3-
dc.identifier.volume15-
local.format.pages20-
local.bibliographicCitation.jcatA1-
dc.description.notesWarmoes, A (corresponding author), Vrije Univ Brussel, BRITE, B-1050 Brussels, Belgium.-
dc.description.notesariadne.warmoes@vub.be; christopher.brown@soton.ac.uk;-
dc.description.notesiris.decabooter@uhasselt.be; els.consuegra@vub.be-
local.publisher.placeMDPI AG, Grosspeteranlage 5, CH-4052 BASEL, SWITZERLAND-
local.type.refereedRefereed-
local.type.specifiedArticle-
local.bibliographicCitation.artnr333-
dc.identifier.doi10.3390/educsci15030333-
dc.identifier.isi001453762400001-
local.provider.typewosris-
local.description.affiliation[Warmoes, Ariadne; Consuegra, Els] Vrije Univ Brussel, BRITE, B-1050 Brussels, Belgium.-
local.description.affiliation[Brown, Chris] Univ Southampton, Southampton Educ Sch, Southampton SO17 1BJ, England.-
local.description.affiliation[Decabooter, Iris] Hasselt Univ, U Rise Res Grp, B-3590 Diepenbeek, Belgium.-
local.uhasselt.internationalyes-
item.contributorWarmoes, Ariadne-
item.contributorBrown, Chris-
item.contributorDECABOOTER, Iris-
item.contributorConsuegra, Els-
item.fullcitationWarmoes, Ariadne; Brown, Chris; DECABOOTER, Iris & Consuegra, Els (2025) Measuring Reflective Inquiry in Professional Learning Networks: A Conceptual Framework. In: Education sciences, 15 (3) (Art N° 333).-
item.fulltextWith Fulltext-
item.accessRightsOpen Access-
crisitem.journal.eissn2227-7102-
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