The development of communication networks of pre-service teachers on a school-led and university-led programme of initial teacher education in England
The development of communication networks of pre-service teachers on a school-led and university-led programme of initial teacher education in England
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.
Communication, Pre-service teachers, SIENA, Social capital, Social networks
Brouwer, Jasperina
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Downey, Christopher
bb95b259-2e31-401b-8edf-78e8d76bfb8c
Bokhove, Christian
7fc17e5b-9a94-48f3-a387-2ccf60d2d5d8
20 March 2020
Brouwer, Jasperina
bf1e4876-09a9-4a65-9e14-97102b8f7c7e
Downey, Christopher
bb95b259-2e31-401b-8edf-78e8d76bfb8c
Bokhove, Christian
7fc17e5b-9a94-48f3-a387-2ccf60d2d5d8
Brouwer, Jasperina, Downey, Christopher and Bokhove, Christian
(2020)
The development of communication networks of pre-service teachers on a school-led and university-led programme of initial teacher education in England.
International Journal of Educational Research, 100, [101542].
(doi:10.1016/j.ijer.2020.101542).
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.
Text
200126 Final Manuscript Pre Service Teacher IJER2019-873 R2
- Accepted Manuscript
More information
Accepted/In Press date: 12 February 2020
e-pub ahead of print date: 20 March 2020
Published date: 20 March 2020
Keywords:
Communication, Pre-service teachers, SIENA, Social capital, Social networks
Identifiers
Local EPrints ID: 439376
URI: http://eprints.soton.ac.uk/id/eprint/439376
ISSN: 0883-0355
PURE UUID: e2a2fb7e-da3a-41c2-8a16-0443f06f7a60
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Date deposited: 20 Apr 2020 16:32
Last modified: 17 Mar 2024 05:20
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Author:
Jasperina Brouwer
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