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The impact of support networks on the education and development of pre-service teachers

The impact of support networks on the education and development of pre-service teachers
The impact of support networks on the education and development of pre-service teachers
Effective initial teacher education is a key driver in reducing the attrition of early career teachers, but little is known about the impacts of social aspects of pre-service teacher education. This study draws on data from a cohort of pre-service teachers in the south of England (n = 66). It explores the growth in their self-efficacy and lesson observation scores across a year of pre-service education and how this relates to a range of personal and social network factors. The findings indicate that the level of initial support seeking behaviour, as well as perceptions of the importance seeking support and levels of peer trust are associated with the growth of self-efficacy, which is in turn linked to the growth of lesson observation scores. This study has implications for those leading the development and implementation of curricula for initial teacher education. Suggestions for future research are also considered.
Initial teacher education (ITE), pre-service teachers, social network analysis, self-efficacy
Bloomsbury Publishing
Eddy, Chloe Georgia
34519e80-e4e1-4fd1-80af-559cde26effe
Downey, Chris
bb95b259-2e31-401b-8edf-78e8d76bfb8c
Liou, Yi-Hwa
Daly, Alan J.
Eddy, Chloe Georgia
34519e80-e4e1-4fd1-80af-559cde26effe
Downey, Chris
bb95b259-2e31-401b-8edf-78e8d76bfb8c
Liou, Yi-Hwa
Daly, Alan J.

Eddy, Chloe Georgia and Downey, Chris (2023) The impact of support networks on the education and development of pre-service teachers. In, Liou, Yi-Hwa and Daly, Alan J. (eds.) The Relational Leader: Catalyzing Social Networks for Educational Change. 1 ed. Bloomsbury Publishing.

Record type: Book Section

Abstract

Effective initial teacher education is a key driver in reducing the attrition of early career teachers, but little is known about the impacts of social aspects of pre-service teacher education. This study draws on data from a cohort of pre-service teachers in the south of England (n = 66). It explores the growth in their self-efficacy and lesson observation scores across a year of pre-service education and how this relates to a range of personal and social network factors. The findings indicate that the level of initial support seeking behaviour, as well as perceptions of the importance seeking support and levels of peer trust are associated with the growth of self-efficacy, which is in turn linked to the growth of lesson observation scores. This study has implications for those leading the development and implementation of curricula for initial teacher education. Suggestions for future research are also considered.

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Ch4 - Impact of Support Networks on Pre-Service Teachers - revised
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Published date: 16 November 2023
Keywords: Initial teacher education (ITE), pre-service teachers, social network analysis, self-efficacy

Identifiers

Local EPrints ID: 486659
URI: http://eprints.soton.ac.uk/id/eprint/486659
PURE UUID: fe90ee4f-43ea-4267-bc56-e6e07de09565
ORCID for Chloe Georgia Eddy: ORCID iD orcid.org/0000-0003-2555-1186
ORCID for Chris Downey: ORCID iD orcid.org/0000-0002-6094-0534

Catalogue record

Date deposited: 31 Jan 2024 17:31
Last modified: 06 Sep 2024 02:05

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Contributors

Author: Chloe Georgia Eddy ORCID iD
Author: Chris Downey ORCID iD
Editor: Yi-Hwa Liou
Editor: Alan J. Daly

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