Relating and Negotiating Into the Job: Unpacking Early Career Networking in a Follow-Up Study

• In Event: 56.019 - Teacher Induction Under the Magnifying Glass: A Network Perspective to Study Beginning Teachers

Abstract

Beginning teachers’ socialization into the profession (induction) involves positioning oneself (and being positioned) in a dynamic web of relationships in and around the school as an organization. By stressing this relational web or network and its development over time, we aim at conceptualizing and understanding teacher induction as a deeply social and relational endeavor. Most research on teacher induction has focused on the individual teacher and his/her problems, needs and (lack of) expertise. Although well intended, this individual focus, however, not only runs the risk of ending up in a reductionist approach that doesn’t do justice to the relational and social nature of teaching, but also of putting the blame for lack of expertise and problems on the individual, and as such jeopardizing the very idea of teacher development, emancipation and growth in the profession that is most often claimed to be the justification for studying people in this career phase.

Authors

• Geert Kelchtermans, University of Leuven

• Ann Deketelaere, University of Leuven

• Sarah Marent, KU Leuven