In search of practitioner‐based social capital: a social network analysis tool for understanding and facilitating teacher collaboration in a US‐based STEM professional development program

The development of teacher autonomy in collaborative lesson preparation: A multiple-case study of EFL teachers in China

“…The findings of this study have confirmed the positive impact of autonomy on teacher development (Huang, 2005) as well as analyzed the characteristics of different forms of collaboration that have different influences on teacher development (e.g., Baker-Doyle & Yoon, 2011;Heikkinen et al, 2012;Johnston, 2009;Sockett, 1993). More importantly, focusing on novice teachers as a special subgroup (Farrell, 2009), the current study has further investigated the overall course of the development of teacher autonomy, i.e., how it arises, grows, and affects teacher development, and revealed the complex dynamics of the interaction between collaboration and autonomy.…”

Context of STEM Integration in Schools: Views from In-service Science Teachers

“…All the teachers across the five focus groups expressed a need for STEM professional development programmes to provide them with opportunities and connections on how to use STEM integration to teach their subjects. However, the dynamic nature and complexity of STEM disciplines make professional development a challenging task (Baker-Doylea & Yoonb, 2011).…”

Networking and the development of professionals: Beginning teachers building social capital

“…Social capital is a useful notion to explain the benefits BTs can accrue from networking (Coleman, 1988;Schuller & Field, 1998;Szreter, 2000) and has already been used to help understand BTs' development as professionals (Baker-Doyle & Yoon, 2011;Chattopadhay, 2013;Maier & Youngs, 2009). Social capital theory highlights paying attention to how mutual respect and trust are developed between individuals to enable goals to be pursued (Portes, 1998;.…”