The Use of Social Capital in Teacher Research: A Necessary Clarification

Abstract

In this paper, we present a critical reflection on the concept of social capital. We argue that there is no such idea of an umbrella concept of social capital. Instead, two overarching conceptualizations of social capital exist, namely individual social capital and collective social capital. As these conceptualizations of social capital are completely different, we emphasize that studies using social capital as a theoretical lens should clarify the concept as well as be consistent in the interpretation of the concept, from its definition to its methodological operationalization. In this article, we first map the two different conceptualizations of social capital. Next, these conceptualizations are illustrated with well-known teacher research studies, followed by examples of studies in which individual and collective social capital are mixed. Finally, we discuss the consequences of the use and the mix of these different conceptualizations in terms of measurement methods. Additionally, implications for teacher education are presented.

Near and Far Transfer in South Korean Teacher Education: The Moderated Mediation Effects of Social Capital and Intensive Reflection

“…Another result of the study pertinent to forming and activating PLCs is that above average intensive reflection affects FT when combined with social capital, as shown in Figure 4. Despite the findings that social capital alone does not affect FT, the results of this study support the findings of previous studies (e.g., Aslam et al, 2021; Coppe et al, 2022; Farooq, 2020; Pak et al, 2020) that emphasized the importance of social capital in learning transfer. As this study focuses on personal relationships rather than work-related social networks, an increase in effect size between social capital and NT and FT can be expected when the scope of social capital is expanded to work relationships.…”

“…In summary, social capital should consider its structural, cognitive, and relational dimensions, which are closely linked to one another (Coppe et al, 2022;Farooq, 2020;Nahapiet & Ghoshal, 1998). More specifically, the structural dimension is deeply associated with the configuration and stability of the network (Ado et al, 2017;Inkpen & Tsang, 2005).…”

“…Thus, social capital can be extended to these dimensions in a manner closely linked to abstract and practical values. As a result, social capital can be associated with individuals’ learning or higher-order thinking, such as reflective thinking, and problem solving (Aslam et al, 2021; Coppe et al, 2022; Farooq, 2020; Prenger et al, 2021).…”

Do the various leisure forms have equal effects on mental health? A longitudinal analysis of self-selected leisure activities

“…The social capital theory is an umbrella term that broadly refers to the resources embedded in social ties that can be accessed through individual or collective social connections ( 22 ). Processes of social capital circulation are, thus, key to activating those kinds of resources that have been conceptualized as social capital since the studies by Akdere ( 23 ).…”

“Title does not dictate behavior”: Associations of formal, structural, and behavioral brokerage with school staff members’ professional well-being

“…It is beyond the scope of this publication to give an overview of all these different conceptualizations. However, Coppe et al (2022) provide a critical reflection in this special issue on the use of social capital in teacher research both in terms of theoretical assumptions and methodological approaches. They pointed out that studies using social capital as a theoretical lens need to clearly define what kind of social capital they are referring to—for instance, whether the focus is on an individual or collective level.…”