Responsive leadership within professional learning networks for sustainable professional learning

Jesacher-Rößler L, Agostini E (2022)

Publication Type: Journal article

Publication year: 2022

Journal

Professional Development in Education Taylor & Francis

Book Volume: 48

Pages Range: 364-378

Journal Issue: 3

DOI: 10.1080/19415257.2021.1950812

Abstract

After outlining the central role of leadership for individual and interorganisational learning in sustainable Professional Learning Networks (PLN), this article describes Austria’s professional learning environment and professional learning (PL) within this changing field. In order to meet urgent institutional requests for sustainable PL, new organisational responses are needed. The authors highlight the implications of the notion of responsiveness, framing it as resulting from interorganisational practices such as PLNs and as ensuring sustainable organisational leadership capabilities within PLNs. After describing the two levels of the study (meso and micro), the findings, which are based on two case studies in Austrian schools, show that the role played by PLNs in challenging professional learning environments is blurry. The discussion shows that these case studies have extended the single-level approach deployed in previous studies. The article concludes by highlighting the specific leadership role that is required within PLNs in order to establish responsiveness, change routines and thus enhance professional learning.

Authors with CRIS profile

Livia Jesacher-Rößler

Involved external institutions

Leopold-Franzens-Universität Innsbruck / University of Innsbruck AT Austria (AT) Universität Wien / University of Vienna AT Austria (AT)

How to cite

APA:

Jesacher-Rößler, L., & Agostini, E. (2022). Responsive leadership within professional learning networks for sustainable professional learning. Professional Development in Education, 48(3), 364-378. https://doi.org/10.1080/19415257.2021.1950812

MLA:

Jesacher-Rößler, Livia, and Evi Agostini. "Responsive leadership within professional learning networks for sustainable professional learning." Professional Development in Education 48.3 (2022): 364-378.

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