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Mapping changes in support: a longitudinal analysis of networks of pre-service mathematics and science teachers

Mapping changes in support: a longitudinal analysis of networks of pre-service mathematics and science teachers
Mapping changes in support: a longitudinal analysis of networks of pre-service mathematics and science teachers

In England teachers of secondary school mathematics and science are in short supply and it is important to understand how pre-service teachers develop and maintain networks of support during their training year and the impact these networks can have on their training outcomes. The purpose of this study is to examine how changes to the size and composition of these support networks during the training year are associated with programme outcomes. The paper draws on social network theory to examine the nature of the support networks that develop around each pre-service teacher, and examines how supportive ties were initiated, maintained, and broken over the course of the training year. A survey design was utilised to collect data at four time points across the 2014–2015 academic year from a total cohort of more than 75 pre-service teachers. At all four time points, participants were asked to nominate those peers and others to whom they had turned during the previous month for different aspects of support. Results showed that the size and composition of support networks changed over time with significant differences in the development of the networks between pre-service teachers on school-led and university-led programmes.

0305-4985
383-402
Bokhove, Christian
7fc17e5b-9a94-48f3-a387-2ccf60d2d5d8
Downey, Christopher
bb95b259-2e31-401b-8edf-78e8d76bfb8c
Bokhove, Christian
7fc17e5b-9a94-48f3-a387-2ccf60d2d5d8
Downey, Christopher
bb95b259-2e31-401b-8edf-78e8d76bfb8c

Bokhove, Christian and Downey, Christopher (2018) Mapping changes in support: a longitudinal analysis of networks of pre-service mathematics and science teachers. Oxford Review of Education, 44 (3), 383-402. (doi:10.1080/03054985.2017.1400427).

Record type: Article

Abstract

In England teachers of secondary school mathematics and science are in short supply and it is important to understand how pre-service teachers develop and maintain networks of support during their training year and the impact these networks can have on their training outcomes. The purpose of this study is to examine how changes to the size and composition of these support networks during the training year are associated with programme outcomes. The paper draws on social network theory to examine the nature of the support networks that develop around each pre-service teacher, and examines how supportive ties were initiated, maintained, and broken over the course of the training year. A survey design was utilised to collect data at four time points across the 2014–2015 academic year from a total cohort of more than 75 pre-service teachers. At all four time points, participants were asked to nominate those peers and others to whom they had turned during the previous month for different aspects of support. Results showed that the size and composition of support networks changed over time with significant differences in the development of the networks between pre-service teachers on school-led and university-led programmes.

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More information

Accepted/In Press date: 18 January 2018
e-pub ahead of print date: 6 February 2018
Published date: 2018

Identifiers

Local EPrints ID: 414197
URI: https://eprints.soton.ac.uk/id/eprint/414197
ISSN: 0305-4985
PURE UUID: e5dbf68f-59a2-48ec-ad74-51b273b0be28
ORCID for Christian Bokhove: ORCID iD orcid.org/0000-0002-4860-8723

Catalogue record

Date deposited: 18 Sep 2017 16:31
Last modified: 26 Jul 2018 00:30

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