Teacher networks: From a catalyst for enactment of professional development to a source of professional development

IF 1.9 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Teachers and Teaching Pub Date : 2023-10-04 DOI:10.1080/13540602.2023.2263734
Thibault Coppe
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引用次数: 1

Abstract

Thirteen years after the publication of the book Social Network Theory and Educational Change, what can we say about the evolution of research connecting social network theory and analysis with teacher professional development? In this evolution, we can witness a conceptual shift in the literature connecting teacher professional development with social network theory and analysis that is important to highlight and discuss. While before 2010 teacher networks were mostly perceived as a force enacting external initiatives for teacher professional development, this perspective evolved to a perception of teacher networks as a source of professional development in themselves. This paper discusses this conceptual evolution, its consequences for the literature, and implications for future research connecting teacher professional development with social network theory and analysis.
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教师网络:从实施专业发展的催化剂到专业发展的源泉
在《社会网络理论与教育变革》一书出版十三年之后,社会网络理论及其分析与教师专业发展之间的研究进展如何?在这一演变中,我们可以看到,将教师专业发展与社会网络理论和分析联系起来的文献出现了概念转变,这一点值得强调和讨论。虽然在2010年之前,教师网络大多被视为一种推动教师专业发展的外部力量,但这一观点演变为将教师网络本身视为专业发展的来源。本文讨论了这一概念的演变,其对文献的影响,以及对未来将教师专业发展与社会网络理论和分析联系起来的研究的启示。
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来源期刊
Teachers and Teaching
Teachers and Teaching EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.20
自引率
7.40%
发文量
71
期刊介绍: Teachers and Teaching: theory and practice provides an international focal point for the publication of research on teachers and teaching, in particular on teacher thinking. It offers a means of communication and dissemination of completed research and research in progress, whilst also providing a forum for debate between researchers. This unique journal draws together qualitative and quantitative research from different countries and cultures which focus on the social, political and historical contexts of teaching as work. It includes theoretical reflections on the connections between theory and practice in teachers" work and other research of professional interest.
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