Educational networks that mobilize knowledge and transform school communities: How and why do they succeed?
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Abstract
This article analyzes how well-functioning educational networks mobilize knowledge into schools. The study adopts a mixed-methods approach and examines seven networks as case studies. Within these networks, semi- structured interviews were conducted with network coordinators, along with focus groups, observations of network meetings, and interviews with teachers from participating schools. In addition, a social network analysis using an ego-network approach was carried out to examine the circulation of knowledge among network members and their school communities. The findings show that networks mainly mobilize knowledge derived from other schools and, to a lesser extent, expert knowledge external to their educational contexts, particularly pedagogical guidance and strategies for supporting teachers. Knowledge mobilization does not occur homogeneously, but through differentiated processes of diffusion, integration, and innovation. Integration predominates, suggesting that participants adapt shared knowledge to their school contexts. The study concludes that these networks strengthen collaborative and reflective professional cultures.
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Agencia Nacional de Investigación y Desarrollo
Grant numbers CIA250005
References
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