A Special Education Teacher's Networks: A Finnish Case

Autor/inn/en	Tuomainen, Jenna; Palonen, Tuire; Hakkarainen, Kai
Titel	A Special Education Teacher's Networks: A Finnish Case
Quelle	In: International Journal of Special Education, 25 (2010) 1, S.46-58 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Network Analysis; Special Education Teachers; Social Networks; Foreign Countries; Social Influences; Teacher Collaboration; Teaching Conditions; Socialization; Interviews; Questionnaires; Finland + Suchen Sie Ihr Suchwort? Netzplantechnik; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Social network; Soziales Netzwerk; Ausland; Sozialer Einfluss; Lehrerkooperation; Lehrbedingungen; Unterrichtsbedingungen; Socialisation; Sozialisation; Interviewing; Interviewtechnik; Fragebogen; Finnland
Abstract	This case study analyzed a special education (SE) teacher's activity within his workplace community and external professional network in a Finnish special education context. The nature of the SE teacher's networks and his networking role were examined using an interview and a questionnaire, completed by the teachers working in the community investigated; the methods of social network analysis (SNA) were employed. In addition, the SE teacher's social embeddedness to his new workplace community was investigated, using event sampling and three interviews. The data were analyzed by qualitative content analysis. The results indicated that the principal participant utilized an SE-related multi-professional network and had very significant roles both as a knowledge source and collaborator. The results also revealed various challenges and obstacles related to his professional portrait, the new workplace and his position within the teacher community. It was concluded that this SE teacher may be characterized as a networked expert, who appears to work at boundary zones between school communities and the outside world, and to rely on hybridized expertise. The study also presents an innovative methodology that can facilitate researchers' collection of data from SE teachers' professional communities and complex environments. (Contains 1 table and 4 figures.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10