Abstract
This study examines the communication networks of 77 pre-service teachers in mathematics and science on university and school-led programmes in England. Communication as an indicator for establishing contact is considered as the starting point of building social capital among peers. Communication, advice-seeking and friendship network data were collected over four time-points during each programme. The descriptive results suggest limited boundary-spanning between the university and school-led programme types. Longitudinal modelling in RSIENA showed that friendship is a significant early-stage predictor of development of communication networks. By the end of the programme advice-seeking becomes a significant predictor of network development. Neither interpersonal trust, nor perceived self-efficacy were found to be consistent predictors of change in pre-service teacher communication networks.
Original language | English |
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Article number | 101542 |
Number of pages | 13 |
Journal | International Journal of Educational Research |
Volume | 100 |
DOIs | |
Publication status | Published - 2020 |
Keywords
- Pre-service teachers
- Social networks
- Communication
- Social capital
- SIENA
- SELF-EFFICACY
- SOCIAL NETWORKS
- BEGINNING TEACHERS
- SUPPORT
- TRUST
- TIES
- STUDENTS