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Understanding (in)formal learning in an academic development programme: A social network perspective

Rienties, Bart and Kinchin, Ian (2014). Understanding (in)formal learning in an academic development programme: A social network perspective. Teaching and Teacher Education, 39 pp. 123–135.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1016/j.tate.2014.01.004
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Abstract

Most professional development programmes provide teachers with formal and informal social networks, but limited empirical evidence is available to describe to what extent teachers build internal (within their programme) and external (with colleagues not involved in the programme) social learning relations. We triangulated Social Network Analysis with qualitative free exercise responses. Participants developed on average 4.00 internal and 3.63 external relations, and discussed teaching 128 times per year with externals. MRQAP modelling indicates group division, department, and friendships predicted learning ties. These findings indicate that research on impact of teacher education should widen its focus beyond the formal programme boundaries

Item Type: Journal Item
Copyright Holders: 2014 Elsevier Ltd.
ISSN: 0742-051X
Keywords: social network analysis; professional development programmes; mixed methods; MRQAP regression modelling; external learning development; social capital theory; impact
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Item ID: 39382
Depositing User: Bart Rienties
Date Deposited: 04 Feb 2014 09:38
Last Modified: 10 Feb 2017 10:37
URI: http://oro.open.ac.uk/id/eprint/39382
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