A Social Network Perspective on Teacher Collaboration in Schools: Theory, Methodology, and Applications

Autor/in	Moolenaar, Nienke M.
Titel	A Social Network Perspective on Teacher Collaboration in Schools: Theory, Methodology, and Applications
Quelle	In: American Journal of Education, 119 (2012) 1, S.7-39 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/667715
Schlagwörter	Social Networks; Behavior Theories; Teaching Conditions; Educational Improvement; Faculty Development; Educational Research; Teacher Collaboration; Social Environment; Social Support Groups; Barriers; Teaching Methods; Learning Processes; Educational Change + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; Lehrbedingungen; Unterrichtsbedingungen; Teaching improvement; Unterrichtsentwicklung; Bildungsforschung; Pädagogische Forschung; Lehrerkooperation; Soziales Umfeld; Social support; Soziale Unterstützung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Bildungsreform
Abstract	An emerging trend in educational research is the use of social network theory and methodology to understand how teacher collaboration can support or constrain teaching, learning, and educational change. This article provides a critical synthesis of educational literature on school social networks among educators to advance our understanding of the embeddedness of teachers in the social context of schools. It focuses on how researchers currently use a social network perspective as a theoretical lens and methodology to frame studies on teacher collaboration in schools. Building on exemplary findings of recent studies, it shows that the pattern of social relationships among teachers may significantly enhance our understanding of the ways in which teacher collaboration takes place and contributes to student learning, teachers' instructional practice, and the implementation of reform. Finally, limitations and future directions in the conceptualization, measurement, and analysis of school social networks are indicated. (Contains 2 tables, 1 figure and 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10