Purpose The purpose of this paper is to review the findings from a study of teacher professional learning networks in Kenya. Specific areas of focus included network participation, network activities, network leadership, and professional impact on network members and their schools. Design/methodology/approach The research was grounded in the literature on education networks and teacher learning. The research employed a qualitative design and was implemented from September 2015–March 2017, including three two-week field trips to Kenya. Data included network records, 83 personal interviews, 4 focus group interviews, 19 observations of network meetings, and classroom observation of network and non-network teachers in 12 schools. Findings Network participation had positive effects on teachers’ sense of professionalism and commitment to teaching and on their attitudes toward ongoing professional learning and improvement in student learning. Teachers also highlighted network benefits for learning to use new teaching strategies and materials, responding to student misbehavior and misunderstanding, and lesson preparation. Research limitations/implications Research constraints did not permit longitudinal investigation of network activities and outcomes. Practical implications The paper identifies challenges and potential focuses for strengthening the learning potential of network activities, network leadership, and the links between network activity and school improvement. Originality/value Prior research has investigated education networks mostly in North American and similar high income settings. This paper highlights the benefits and challenges for networks as a strategy for continuous teacher development in a low income low resource capacity context.

中文翻译：

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在肯尼亚的教师学习网络中寻求学习

目的本文的目的是回顾肯尼亚对教师专业学习网络的研究结果。具体的重点领域包括网络参与，网络活动，网络领导以及对网络成员及其学校的专业影响。设计/方法/方法这项研究基于有关教育网络和教师学习的文献。该研究采用定性设计，于2015年9月至2017年3月实施，包括三次为期两周的肯尼亚实地考察。数据包括网络记录，83次个人访谈，4次焦点小组访谈，19次网络会议观察以及12所学校的网络和非网络教师的课堂观察。调查结果网络的参与对教师的敬业精神和教学承诺以及他们对进行中的专业学习和改善学生学习的态度产生积极影响。老师们还强调了网络学习对学习使用新的教学策略和材料，应对学生的不良行为和误解以及备课的好处。研究局限性/含义研究局限性不允许对网络活动和成果进行纵向调查。实际意义本文确定了在加强网络活动的学习潜力，网络领导力以及网络活动与学校改善之间的联系方面的挑战和潜在重点。原创性/价值先前的研究主要在北美和类似的高收入环境下研究教育网络。本文重点介绍了网络在低收入，低资源能力的情况下作为教师持续发展战略的好处和挑战。