The development of communication networks of pre-service teachers on a school-led and university-led programme of initial teacher education in England. (2020)

• Record Type: Journal Article
• Authors: Brouwer, Jasperina; Downey, Christopher; Bokhove, Christian
• Is Part Of: International journal of educational research. Volume 100(2020)
• Publication Date: 2020
• Subjects: Pre-service teachers -- Social networks -- Communication -- Social capital -- SIENA; Education -- Evaluation -- Periodicals; Curriculum evaluation -- Periodicals; Education -- Periodicals; Program Evaluation -- Periodicals; Éducation -- Évaluation -- Périodiques; Programmes d'études -- Evaluation -- Périodiques; Éducation -- Recherche -- Périodiques; Curriculum evaluation; Education -- Evaluation; Periodicals; 370.72
• DOI: 10.1016/j.ijer.2020.101542
• Languages: English
• ISSNs: 0883-0355

Abstract

Highlights: Communication networks among trainee teachers become less dense during their training programme. There is limited boundary-spanning between trainees on university- and school-led programmes. Friendship is an early-stage predictor in the development of communication networks. Advice-seeking is a late-stage predictor in the development of communication networks. Communication around peer-support becomes more mutual among mathematics trainees over time. 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.