Experimental Effects of Program Management Approach on Teachers’ Professional Ties and Social Capital

Quinn, David M.; Kim, James S.

doi:10.3102/0162373717742198

Cited by 4 publications

(3 citation statements)

References 47 publications

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“…Lin (2001, p.12) defined social capital as "resources embedded in a social structure which are accessed and/or mobilised in purposive action". Studies have shown that social capital can play a role in knowledge sharing (Quinn and Kim, 2018) and construction (Daniel et al, 2003). Application of social capital theory can facilitate knowledge building among pre-service teachers.…”

Section: Teacher Networking Within a Plcmentioning

confidence: 99%

Promoting pre-service teachers' engagement in an online professional learning community

Alwafi

Downey

Kinchin

2020

JPCC

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PurposeThis study investigated the role of experienced practitioners in promoting pre-service teachers' knowledge construction and social interaction in an online professional learning community.Design/methodology/approachA repeated measures design with control and experimental groups was adopted. Two practitioners supported pre-service teachers in the experimental group to discuss issues around teaching practice. Social network analysis (SNA) and content analysis (CA) were used in the analytical approach.FindingsCA revealed that the practitioners increased pre-service teachers' levels of knowledge construction and high-cognitive discourse. SNA showed that the practitioners enhanced pre-service teachers' professional ties. Though collaboration in high-level knowledge building occurred predominantly in peers in the same discipline, the presence of the practitioners facilitated the development of more cross-disciplinary ties in the experimental group.Practical implicationsThe practitioners can be considered as a pedagogical tool to enhance pre-service teachers' engagement in the process of professional learning. This study suggests that in order to enhance the collaboration among pre-service teachers from different departments, the online activity should be designed to enhance interdisciplinary collaboration.Originality/valueThe study contributes new knowledge about the ways in which practitioners can enhance the collaboration among pre-service teachers in an online PLC. It also provides insight on how to combine CA and SNA, to examine professional learning.

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Section: Teacher Networking Within a Plcmentioning

confidence: 99%

Promoting pre-service teachers' engagement in an online professional learning community

Alwafi

Downey

Kinchin

2020

JPCC

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“…schools have traditionally been characterized by teacher privacy and independence (Hargreaves & Fullan, 2012; Kardos & Johnson, 2007; Lortie, 1975; Organisation for Economic Co-operation and Development, 2013), yet higher levels of teacher peer support and collaboration have been linked to greater student achievement, innovative climate, and improved reform implementation and sustainability (Coburn, Mata, & Choi, 2013; Frank, Zhao, & Borman, 2004; Leana & Pil, 2006; Pil & Leana, 2009). Reformers have therefore argued for the “de-privatization of instruction,” or for increasing teachers’ engagement with peer observation, feedback, and support (Hargreaves & Fullan, 2012; Quinn & Kim, 2017; Supovitz, 2002; Vanblaere & Devos, 2016; Wahlstrom & Louis, 2008). However, school systems have struggled to achieve that goal.…”

mentioning

confidence: 99%

Effects of a Video-Based Teacher Observation Program on the De-Privatization of Instruction: Evidence From a Randomized Experiment

Quinn

Kane²,

Greenberg³

et al. 2018

Educational Administration Quarterly

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Purpose: U.S. schools have traditionally been characterized by teacher privacy and independence, yet theory and empirical work suggest that peer observation and support-or "de-privatized instruction"-can help improve pedagogical practice. In this study, we investigate whether the introduction of video technology into a school-through a video-based teacher evaluation system called Best Foot Forward (BFF)-led to instructional de-privatization, even in the absence of program components designed to encourage de-privatization. Research Method: Eighty-five schools were randomly assigned to BFF or a control condition. After one school year, teachers and administrators completed Web-based surveys about their experiences. Findings: We find that BFF caused administrators to facilitate more peer support among teachers, made teachers more likely to share lesson videos with colleagues, led teachers to have more of their lessons seen by other teachers, and redistributed which teachers were providing

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“…The impact of interrelations in different aspects of professional activity, such as pedagogical innovation and improvement of student learning, will partially depend on whether the type of tie developed within the networks is strong or weak (Quinn & Kim, 2018;Spillane et al, 2014). Likewise, the type of tie generated influences the characteristics of the community formed by the teachers.…”

Section: Introductionmentioning

confidence: 99%

Professional learning communities in initial teacher education in Uruguay: social network analysis

Cabrera Borges,

Tejera Techera,

Questa-Torterolo

2023

Cuad. Investig. Educ.

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This research addresses a network analysis in three teacher education centers for teachers and professors in Uruguay to determine the degree to which they function in professional communities according to four aspects: innovation initiatives, information exchange, digital inclusion, and collaboration in planning. The study is based on a previous categorization regarding the level of digital inclusion for deep learning on the basis of an online survey applied to 32 principals of public teacher education centers (high, medium, and low levels). One case was identified at each level, taking into account the geographic characteristics and the type of teacher education center. In each case, information-gathering techniques were applied: in-depth interviews, surveys for the network analysis, and focus groups. Results show that in all three cases, professional learning communities lite (as defined by Dufour & Reeves, 2016). In two of the centers, those with the higher rate of digital inclusion for learning, there is a diversity in the actors who form the ties that make up the networks. Last, the innovation network is the weakest in terms of the number and variety of the ties.

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Experimental Effects of Program Management Approach on Teachers’ Professional Ties and Social Capital

Cited by 4 publications

References 47 publications

Promoting pre-service teachers' engagement in an online professional learning community

Promoting pre-service teachers' engagement in an online professional learning community

Effects of a Video-Based Teacher Observation Program on the De-Privatization of Instruction: Evidence From a Randomized Experiment

Professional learning communities in initial teacher education in Uruguay: social network analysis

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