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

Session Type: Invited Speaker Session

Abstract

The induction period is one of the most challenging career phases for teachers. Although teacher induction is a well-researched area, emphasis is mainly placed on issues of content knowledge and pedagogical skills. In this symposium, it is argued that teacher induction is not only a matter of pedagogical issues at the classroom level, but also of becoming a member of the school as an organization. Teachers are not just individual actors, but are always embedded in networks. Consequently, to refine theory development on the induction period and teachers’ professional learning and socialization in this period, this symposium addresses teacher induction from an innovative theoretical and methodological perspective grounded in social network theory. Both quantitative and qualitative methodologies are discussed.

Sub Unit

• Flemish Forum for Educational Research - VFO

Chair

• Ruben Vanderlinde, Ghent University

Papers

• A Threefold Perspective on Beginning Teachers: Career Path, Support Network, and "Induction Outcomes" - Laura Thomas, Ghent University; Ruben Vanderlinde, Ghent University; Geert Devos, Ghent University

• The Networking Teacher: A Qualitative Analysis on Beginning Teachers' Network Formation, Socialization, and Organizational Role - Virginie Marz, Université Catholique de Louvain; Geert Kelchtermans, University of Leuven

• Relating and Negotiating Into the Job: Unpacking Early Career Networking in a Follow-Up Study - Geert Kelchtermans, University of Leuven; Ann Deketelaere, University of Leuven; Sarah Marent, KU Leuven

Discussant

• Lily Orland-Barak, University of Haifa