The networked instructor: The quality of networks in different stages of professional development

Sara Van Waes; Nienke M. Moolenaar; Alan J. Daly; Henderijn Heldens; V. Donche; P. van Petegem; Piet van den Bossche

doi:10.1016/j.tate.2016.05.022

The networked instructor: The quality of networks in different stages of professional development

Sara Van Waes^*, Nienke M. Moolenaar, Alan J. Daly, Henderijn Heldens, V. Donche, P. van Petegem, Piet van den Bossche

^*Corresponding author for this work

Educational Research and Development

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

This article focuses on the quality of instructional networks in different stages of professional development. Drawing theoretically from social capital theory and literature on teacher interaction, we conducted in-depth interviews with 30 instructors at the university level. Using qualitative social network analysis to capture and analyze networks, we found that the quality of instructors’ interactions varied across developmental stages (novice, experienced non-expert, and expert instructors), both in terms of interdependence and opportunities for value creation. These findings offer valuable leverage for shaping educators’ everyday professional development and increasing teaching capacity through quality interaction.

Original language	English
Pages (from-to)	295-308
Number of pages	14
Journal	Teaching and Teacher Education
Volume	59
DOIs	https://doi.org/10.1016/j.tate.2016.05.022
Publication status	Published - Oct 2016

Keywords

Personal networks
Professional development
Higher education
Teacher interaction
Informal learning
PERSPECTIVE
PERSONAL NETWORKS
KNOWLEDGE
COMMUNITIES
TEACHER COLLABORATION
WORKPLACE CONDITIONS
STUDENT-ACHIEVEMENT
SCHOOL LEADERSHIP
DEVELOPMENT PROGRAM
Informal learning
SOCIAL NETWORKS

Access to Document

10.1016/j.tate.2016.05.022

http://www.sciencedirect.com/science/article/pii/S0742051X16301032

Cite this

@article{b26d34ef05bb4285bc0d6dd1780f6d54,

title = "The networked instructor: The quality of networks in different stages of professional development",

abstract = "This article focuses on the quality of instructional networks in different stages of professional development. Drawing theoretically from social capital theory and literature on teacher interaction, we conducted in-depth interviews with 30 instructors at the university level. Using qualitative social network analysis to capture and analyze networks, we found that the quality of instructors{\textquoteright} interactions varied across developmental stages (novice, experienced non-expert, and expert instructors), both in terms of interdependence and opportunities for value creation. These findings offer valuable leverage for shaping educators{\textquoteright} everyday professional development and increasing teaching capacity through quality interaction.",

keywords = "Personal networks, Professional development, Higher education, Teacher interaction, Informal learning, PERSPECTIVE, PERSONAL NETWORKS, KNOWLEDGE, COMMUNITIES, TEACHER COLLABORATION, WORKPLACE CONDITIONS, STUDENT-ACHIEVEMENT, SCHOOL LEADERSHIP, DEVELOPMENT PROGRAM, Informal learning, SOCIAL NETWORKS",

author = "{Van Waes}, Sara and Moolenaar, {Nienke M.} and Daly, {Alan J.} and Henderijn Heldens and V. Donche and {van Petegem}, P. and {van den Bossche}, Piet",

note = "Data available from Sara Van Waes.",

year = "2016",

month = oct,

doi = "10.1016/j.tate.2016.05.022",

language = "English",

volume = "59",

pages = "295--308",

journal = "Teaching and Teacher Education",

issn = "0742-051X",

publisher = "Elsevier Science",

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TY - JOUR

T1 - The networked instructor: The quality of networks in different stages of professional development

AU - Van Waes, Sara

AU - Moolenaar, Nienke M.

AU - Daly, Alan J.

AU - Heldens, Henderijn

AU - Donche, V.

AU - van Petegem, P.

AU - van den Bossche, Piet

N1 - Data available from Sara Van Waes.

PY - 2016/10

Y1 - 2016/10

N2 - This article focuses on the quality of instructional networks in different stages of professional development. Drawing theoretically from social capital theory and literature on teacher interaction, we conducted in-depth interviews with 30 instructors at the university level. Using qualitative social network analysis to capture and analyze networks, we found that the quality of instructors’ interactions varied across developmental stages (novice, experienced non-expert, and expert instructors), both in terms of interdependence and opportunities for value creation. These findings offer valuable leverage for shaping educators’ everyday professional development and increasing teaching capacity through quality interaction.

AB - This article focuses on the quality of instructional networks in different stages of professional development. Drawing theoretically from social capital theory and literature on teacher interaction, we conducted in-depth interviews with 30 instructors at the university level. Using qualitative social network analysis to capture and analyze networks, we found that the quality of instructors’ interactions varied across developmental stages (novice, experienced non-expert, and expert instructors), both in terms of interdependence and opportunities for value creation. These findings offer valuable leverage for shaping educators’ everyday professional development and increasing teaching capacity through quality interaction.

KW - Personal networks

KW - Professional development

KW - Higher education

KW - Teacher interaction

KW - Informal learning

KW - PERSPECTIVE

KW - PERSONAL NETWORKS

KW - KNOWLEDGE

KW - COMMUNITIES

KW - TEACHER COLLABORATION

KW - WORKPLACE CONDITIONS

KW - STUDENT-ACHIEVEMENT

KW - SCHOOL LEADERSHIP

KW - DEVELOPMENT PROGRAM

KW - Informal learning

KW - SOCIAL NETWORKS

U2 - 10.1016/j.tate.2016.05.022

DO - 10.1016/j.tate.2016.05.022

M3 - Article

SN - 0742-051X

VL - 59

SP - 295

EP - 308

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

ER -