Networking and the development of professionals: Beginning teachers building social capital

Fox, Alison; Wilson, Elaine

doi:10.1016/j.tate.2014.12.004

Cited by 89 publications

(101 citation statements)

References 63 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Thus, one of the main findings of this research was that in order to reach true "peerness" or collegiality, the student teachers should be encouraged to take an active role in the group. A similar point was made by Fox and Wilson (2015) who studied the process of beginning teachers building social capital in professional networks. They concluded that beginning teachers should be made aware that their attitudes and behavior affect (positively or negatively) their access to resources of support (affective and cognitive) and hence their development.…”

Section: Discussionsupporting

confidence: 55%

Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland

Korhonen

Heikkinen

Kiviniemi

et al. 2017

Teaching and Teacher Education

View full text Add to dashboard Cite

Section: Discussionsupporting

confidence: 55%

Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland

Korhonen

Heikkinen

Kiviniemi

et al. 2017

Teaching and Teacher Education

View full text Add to dashboard Cite

“…Day and Gu, 2010;Tait, 2008) and teacher well-being (Day and Kington, 2008;Fox and Wilson, 2015), which highlighted the social dimension of early career teachers' support and the importance of forming and sustaining socially positive relationships. In addition, this study confirms that support not only comes from those in formal mentor roles but also from a range of informal sources or peers who through the nature of their ties may be providing informal social support (Fox and Wilson, 2015;McCormick et al, 2010).…”

Section: Theoretical and Practical Implicationsmentioning

confidence: 99%

More than a mentor

Struyve

Daly

Vandecandelaere

et al. 2016

Journal of Professional Capital and Community

View full text Add to dashboard Cite

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The number of early career teachers leaving the profession continues to be an ongoing issue across the globe. This pressing concern has resulted in increased attention to the instructional and psychological conditions necessary to retain early career educators. However, less formal attention has been paid to the social infrastructure in which early career teachers find themselves. The purpose of this paper is to foreground the role of social capital and its effect on job attitudes and educators' intention to leave the profession. Design/methodology/approach -Data were collected from 736 teachers within ten secondary schools in Flanders (Belgium). Using social network and multilevel moderated mediation analysis techniques, the relationships between teachers' social connectedness, job attitudes, and the intention to leave the profession for both novice and experienced teachers were analyzed. Findings -Findings indicate that being socially connected to other educators within the school is associated with a reduction in teachers' intention to leave the profession, mediated by their job attitudes, for both early career and experienced teachers. However, social connectedness was significantly more important for early career teachers. No significant effects are found for being socially connected to the mentor. Originality/value -This study provides evidence for the importance of social capital for teachers, particularly early career educators. Moreover, by introducing teachers' social connectedness as related to intention to leave, this study makes a significant and unique contribution to the literature.

show abstract

“…Scholars increasingly suggest to complement this research with a focus on teachers' networks, aimed at enhancing teachers' access to resources through social relationships (A. Fox & Wilson, 2015;Penuel, Sun, Frank, & Gallagher, 2012). Recently, emerging research highlights the importance of the personal teaching networks that surround participants during PD programs (Van Waes, Van den Bossche, Moolenaar, Stes, & Van Petegem, 2015b;Rienties & Kinchin, 2014).…”

Section: Introductionmentioning

confidence: 99%

Strengthening networks: A social network intervention among higher education teachers

Waes

Mæyer

Moolenaar

et al. 2018

Learning and Instruction

View full text Add to dashboard Cite

a b s t r a c tTeachers' opportunities to learn at the workplace are shaped by the relationships in which they discuss their instructional practice, what we call teaching networks. This study examined the extent to which such teaching networks could be strengthened during a professional development (PD) program. An intervention was designed to evaluate whether the development of teaching networks was affected in terms of network composition and access to teaching content. Longitudinal ego-network data of Belgian university teachers (N ¼ 38, 1670 ties) were collected over a two-year time period. Multilevel analyses showed that the intervention group developed larger networks and increased network dynamics, compared to the control group. The intervention group also developed more diverse networks, and showed increased access to teaching content, suggesting that the intervention changed teachers' networks over time. This study shows the potential of network interventions to support teachers' professional development, and of network analysis as a tool to analyze professional relations.

show abstract

Networking and the development of professionals: Beginning teachers building social capital

Cited by 89 publications

References 63 publications

Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland

Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland

More than a mentor

Strengthening networks: A social network intervention among higher education teachers

Contact Info

Product

Resources

About