NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1433096
Record Type: Journal
Publication Date: 2024
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1354-0602
EISSN: EISSN-1470-1278
Teacher Networks: From a Catalyst for Enactment of Professional Development to a Source of Professional Development
Thibault Coppe
Teachers and Teaching: Theory and Practice, v30 n3 p380-393 2024
Thirteen years after the publication of the book "Social Network Theory and Educational Change," what can we say about the evolution of research connecting social network theory and analysis with teacher professional development? In this evolution, we can witness a conceptual shift in the literature connecting teacher professional development with social network theory and analysis that is important to highlight and discuss. While before 2010 teacher networks were mostly perceived as a force enacting external initiatives for teacher professional development, this perspective evolved to a perception of teacher networks as a source of professional development in themselves. This paper discusses this conceptual evolution, its consequences for the literature, and implications for future research connecting teacher professional development with social network theory and analysis.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A