Abstract
This chapter suggests a framework aimed at examining roles and competencies of teachers in the network society and offers a tentative operationalization of these competencies for the purpose of professional development. Grounded in the tradition of critical theory, it approaches the concept of self-determined lifelong networked learning through the relationships between teachers and technologies. On that basis, it discusses consequences of changing epistemes and pedagogical approaches pertaining to networked learning and maps the key areas of individual expertise that require attention in theory and practice. Contemporary teachers are constant lifelong learners, and heutagogical approaches insisting on teacher and learner autonomy require deep critical reflection. Following decentralized structure of the network, critical reflection requires horizontal and vertical interaction within various online and off-line communities, such as fellow practitioners, students, and professional bodies, which represent valuable resources for professional development through networked learning. This chapter does not aim to represent a definitive or exhaustive model of networked teacher heutagogy. However, it does pinpoint some pivotal questions related to teacher development in the context of networked learning, thus creating opportunities for further research in the area.
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Jaakkola, M. (2015). Teacher Heutagogy in the Network Society: A Framework for Critical Reflection. In: Jandrić, P., Boras, D. (eds) Critical Learning in Digital Networks. Research in Networked Learning. Springer, Cham. https://doi.org/10.1007/978-3-319-13752-0_8
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