Teachers' self and the lifelong learning transitions through networked learning experiences

As emphasized by the networked learning perspective (NWL), interconnectedness between resources, peers and trainers, allow effective learning. This definition is coherent with the new perspectives on teachers’ professional development (Zenios et al, 2004; Hanraets et al. 2011) . In line with this, the present paper studies how teachers' conceptions on pedagogical practices changed through the participation to NWL experiences within the frame of a transnational project (COMENIUS LLP P.I.N.O.K.I.O project: “Pupils for Innovation as Key for Intercultural and Social Inclusion”); to do this, teachers' narratives about exploration and implementation of the project's method within professional practice were analyzed. The conclusions emphasize the links between learning biographies and teachers’ discourses within NWL experiences. These elements could be considered as increasingly indistinguishable in a lifelong learning perspective of teaching profession, since teachers connect their own identities with the results of meaning making processes in the several, interconnected learning spaces on the Web, connecting the several learning cultures, resources and models with their own personal/professional narrative of the self. These results allow us to understand how significant changes in teachers' lifelong learning cycle can be rooted in specific networked learning practices. In this sense, connections with specific resources; “learning rituals”, and educational values lead to shape symbolic constellations as part of professional identity on complex, open networks.