The networked instructor: The quality of networks in different stages of professional development

Waes, Sara Van; Moolenaar, Nienke; Daly, Alan J.; Heldens, Henderijn H.P.F.; Donche, Vincent; Petegem, Peter Van; Bossche, Piet Van den

doi:10.1016/j.tate.2016.05.022

Cited by 74 publications

(55 citation statements)

References 93 publications

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“…Interest in teachers' professional interactions has sparked an important body of research into the meaning and potential of networks. This research has established the significance of teaching networks for student achievement (Pil & Leana, 2009), teacher development (Van Waes, Van den Bossche, Moolenaar, De Maeyer, & Van Petegem, 2015a;Van Waes et al, 2016), reform and improvement (Daly & Finnigan, 2011), policy implementation (Coburn & Russell, 2008), and leadership (Pitts & Spillane, 2009).…”

Section: A Network Perspective On Professional Developmentmentioning

confidence: 99%

Strengthening networks: A social network intervention among higher education teachers

Waes

Mæyer

Moolenaar

et al. 2018

Learning and Instruction

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a b s t r a c tTeachers' opportunities to learn at the workplace are shaped by the relationships in which they discuss their instructional practice, what we call teaching networks. This study examined the extent to which such teaching networks could be strengthened during a professional development (PD) program. An intervention was designed to evaluate whether the development of teaching networks was affected in terms of network composition and access to teaching content. Longitudinal ego-network data of Belgian university teachers (N ¼ 38, 1670 ties) were collected over a two-year time period. Multilevel analyses showed that the intervention group developed larger networks and increased network dynamics, compared to the control group. The intervention group also developed more diverse networks, and showed increased access to teaching content, suggesting that the intervention changed teachers' networks over time. This study shows the potential of network interventions to support teachers' professional development, and of network analysis as a tool to analyze professional relations.

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Section: A Network Perspective On Professional Developmentmentioning

confidence: 99%

Strengthening networks: A social network intervention among higher education teachers

Waes

Mæyer

Moolenaar

et al. 2018

Learning and Instruction

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“…The ten participating ENT specialists were supervisors of the ENT clerkship in the University Medical Center Utrecht and the, to the University Medical Center Utrecht affiliated, ENT departments in general hospitals. Based on the literature, a semi-structured interview guide to collect egocentric social network data, which is defined as data on the social interaction between individuals (ego's) and their contacts (alters), was developed (Côté & Laughrea, 2014;Passi & Johnson, 2016;Van Waes et al, 2016. Interviews lasted between 45 and 60 minutes and were all performed by one researcher (MB).…”

Section: Data Collectionmentioning

confidence: 99%

“…Once the structure of the ego network was elicited, specific information of one alter from each ring was collected (Hogan et al, 2007;Van Waes et al, 2016). Open questions were used to gain information about the way in which involvement from the intern takes place during the contact with these alters.…”

Section: Data Collectionmentioning

confidence: 99%

“…The concept of professional networking occupies an important role when attempting to understand how interprofessional collaboration at the workplace takes place (Bell et al, 2016;Van Waes et al, 2016;Van Waes, Van den Bossche, Moolenaar, De Maeyer, & Van Petegem, 2015). To date, there has been little research on how professional interaction in the learning environment of an intern takes shape.…”

Section: Introductionmentioning

confidence: 99%

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Supervisors’ pedagogies for supporting interns to learn intra- and interprofessional collaboration: a qualitative and quantitative ego network analysis

Groot

Broek

Fokkens

et al. 2020

Journal of Interprofessional Care

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This work aims to understand intra-and interprofessional networks of general practitioners (GPs) and ear, nose, and throat specialists (ENT specialists), and in what manner supervisors in these specialties involve interns in their professional network to help them learn intra-and interprofessional collaboration. An egocentric social network approach was used to collect and analyze quantitative as well as qualitative data. For this, semi-structured interviews were held with ten GP and ten ENT specialists. GPs had significantly more interprofessional contacts than ENT specialists (p < .01), with no significant difference in the network sizes of both professions (p = .37). All supervisors involved interns in their (ego)network actively as well as more passively. They actively discussed how collaboration with other professionals evolved, or passively assumed that an intern would learn from observing the supervisors' network interactions. Many supervisors considered the interns' initiative essential in deciding to involve an intern in their network. Although the workplace of GPs differed notably from hospital settings where ENT specialists work, the network sizes of both were comparable. Clerkships at the general practice seemed to provide more opportunities to learn interprofessional collaboration, for example with the medical nurse. Supervisors in both specialties could involve interns more actively in their intra-and interprofessional network while interns could take more initiative to learn collaboration from their supervisors' network. ARTICLE HISTORY

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“…In this article, strategy and external impact represent sequential interdependence referring to an output from one activity being the input to the next (Bankvall, Bygballe, Dubois, & Jahre, 2010). This generates units and determines obligations by defining their tasks in traditional ways (van Waes et al, 2016). The ability to manage external funding represents the reciprocal interdependence with reasonable rules and by providing them, the units can influence their own future.…”

Section: Coping With Uncertaintymentioning

confidence: 99%

External stakeholders and internal practices in departments of teacher education at European universities

Aarrevaara

Wikström

Maassen

2017

Higher Education Quarterly

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Research‐intensive universities are operating in an environment of conflicting goals and priorities. Their status in research as well as education is dependent on their performance in various global arenas where performance can be measured with relatively clear indicators. However, success in operations outside the primary tasks of the academic community, such as universities' societal relevance, is more difficult to identify. Tasks outside the core of academic work are subject to requirements that are less well defined and are more abstract. This article seeks to define these noncore requirements as external contingencies and to analyse them by means of a contingency approach.

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The networked instructor: The quality of networks in different stages of professional development

Cited by 74 publications

References 93 publications

Strengthening networks: A social network intervention among higher education teachers

Strengthening networks: A social network intervention among higher education teachers

Supervisors’ pedagogies for supporting interns to learn intra- and interprofessional collaboration: a qualitative and quantitative ego network analysis

External stakeholders and internal practices in departments of teacher education at European universities

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