The development of communication networks of pre-service teachers on a school-led and university-led programme of initial teacher education in England

Jasperina Brouwer*, Christopher Downey, Christian Bokhove

*Corresponding author for this work

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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 languageEnglish
Article number101542
Number of pages13
JournalInternational Journal of Educational Research
Volume100
DOIs
Publication statusPublished - 2020

Keywords

  • Pre-service teachers
  • Social networks
  • Communication
  • Social capital
  • SIENA
  • SELF-EFFICACY
  • SOCIAL NETWORKS
  • BEGINNING TEACHERS
  • SUPPORT
  • TRUST
  • TIES
  • STUDENTS

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