The development of university teachers’ collaboration networks during a departmental professional development project

Ine Noben*, Jasperina Brouwer, Jan Folkert Deinum, W. H.Adriaan Hofman

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

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Professional interaction in the workplace is an indispensable part of professional development. We examined how teachers' teaching collaboration networks within a university department changed throughout an eight-month professional development project and how these networks influenced teachers’ observation choices in formative peer observations. Stochastic actor-oriented modeling (SAOM) shows that it was more likely that teachers started to collaborate when they were working on the same floor (propinquity), were more active in attending project meetings, and had more teaching experience. The multiple regression quadratic assignment procedure (MR-QAP) indicates that teachers were more likely to observe colleagues with whom they already collaborated.

Original languageEnglish
Article number103579
Number of pages11
JournalTeaching and Teacher Education
Early online date20-Nov-2021
Publication statusPublished - Feb-2022


  • Collaboration
  • Peer observations
  • Professional development
  • Social networks

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