Special Educators' Social Networks: A Multiple Case Study in a Finnish Part-Time Special Education Context

Autor/inn/en	Tuomainen, Jenna; Palonen, Tuire; Hakkarainen, Kai
Titel	Special Educators' Social Networks: A Multiple Case Study in a Finnish Part-Time Special Education Context
Quelle	In: Scandinavian Journal of Educational Research, 56 (2012) 1, S.21-38 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2011.567394
Schlagwörter	Expertise; Network Analysis; Teacher Collaboration; Special Education Teachers; Social Networks; Case Studies; Foreign Countries; Partnerships in Education; Educational Practices; Teacher Role; Part Time Faculty; Professional Identity; Communities of Practice; Questionnaires; Interviews; Teacher Attitudes; Finland + Suchen Sie Ihr Suchwort? Expert appraisal; Netzplantechnik; Lehrerkooperation; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Social network; Soziales Netzwerk; Case study; Fallstudie; Case Study; Ausland; Hochschulpartnerschaft; Bildungspraxis; Lehrerrolle; Community; Fragebogen; Interviewing; Interviewtechnik; Lehrerverhalten; Finnland
Abstract	This article explores the networking roles and practices of special educators with the methods of social network analysis. This multiple case study included three special educators in a Finnish part-time special education context. The results revealed that although the special educators had central positions in the formal teacher communities as knowledge sources and collaborators, they were at the periphery of the informal teacher communities. Moreover, the special educators' networking practices involved activating various outside professional relationships that provided expert resources needed in their profession. It was concluded that the special educators may be characterized as relational experts who, according to our evidence, work in the boundary zones between school communities and other organizations and have hybridized special education-related professional networks. (Contains 3 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10