Jesacher-Rößler L, Nesseler K, Schneider C, Bremm N (2025)
Publication Language: English
Publication Type: Journal article, Original article
Publication year: 2025
DOI: 10.1108/JPCC-10-2024-0176
Open Access Link: https://www.emerald.com/jpcc/article/doi/10.1108/JPCC-10-2024-0176/1271299/Facilitating-professional-learning-networks-the?searchresult=1
This paper explores how facilitation and structural conditions within Professional Learning Networks (PLNs) rooted within the context of a school system, influence collaboration, distribution of responsibility and decision-making processes, using power-theoretical frameworks. We analyze these dynamics within the context of four Families of Primary Schools (FoPS).
Influencing factors, roles and hierarchies within the facilitation of the FoPS network are examined using a qualitative study approach. The data, comprising expert and group interviews with all FoPS participants as well as relevant documents, were obtained through a full census of project stakeholders. The analysis followed Mayring's (2022) qualitative content analysis, identifying key activities and relationships among the actors. The results were categorized into four areas: network initiation, influencing factors, facilitator tasks, and dimensions of hierarchical relationships within FoPS.
The findings highlight how both structural and actor-centered dimensions shape the enactment of PLNs, underscoring the importance of addressing underlying hierarchies to foster more equitable collaboration. This includes, for example, selection process and composition of participants, focus and objectives of the network, architecture of meetings, prevailing attitudes and levels of trust, as well as shared agreements and commitment.
The qualitative findings are inherently limited in their generalizability as the data consist of participants' self-assessment. The analyzed data were evaluated as part of a cross-sectional survey within a longitudinal study design.
The study highlights the critical role of facilitation in professional learning networks (PLNs) like the FoPS, offering insights for mutual partners in education. Facilitation fosters trust, collaboration, and shared leadership by enabling members to adopt local objectives within broader goals. Effective facilitation requires dynamic role negotiation, avoiding predefined hierarchies, to promote shared responsibility and address power asymmetries. The findings emphasize the need to professionalize facilitation, as leadership in PLNs demands specific expertise. Globally, these insights underline the value of inclusive, interconnected structures to sustain equitable and impactful network-based educational approaches.
The paper explores issues of power structures in professional learning networks. It addresses a research topic that has received little attention.
APA:
Jesacher-Rößler, L., Nesseler, K., Schneider, C., & Bremm, N. (2025). Facilitating Professional Learning Networks: The Challenging Role of Hierarchical Power Structures. Journal of Professional Capital and Community. https://doi.org/10.1108/JPCC-10-2024-0176
MLA:
Jesacher-Rößler, Livia, et al. "Facilitating Professional Learning Networks: The Challenging Role of Hierarchical Power Structures." Journal of Professional Capital and Community (2025).
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