The Social Networks of Early Career Teachers as a Source for Professional Development

• In Event: 28.052 - Studying Teacher Learning: International Perspectives — Invited Session

Abstract

Aim and Context
Teacher induction has been described as a career phase of intensive professional learning, resulting from the meaningful interaction between the early career teacher (ECT) and his/her professional context. In former research we have argued that this ‘interaction’ is very complex and multi-layered, encompassing not only instrumental issues of technically mastering the daily practice in classrooms, but also moral, emotional and political aspects (Kelchtermans & Deketelaere, 2016; Kelchtermans & Ballet, 2002; Kelchtermans & Vanassche, 2017). This paper focuses on how ECTs in Flemish (Belgian) primary school draw on their social networks as resources for professional learning and development (Daly, 2010; Moolenaar, 2012). Our study stresses the agency and sense-making of the ECTs, conceiving of them as agents, with expertise and commitment, who are capable of actively searching for and drawing on social resources when making their way into the job. The particular context of Flemish education, with the constitutional freedom of education (the government is not allowed to interfere with issues of pedagogy and curriculum content), creates space for action, choice and decision making (agency) by the ECTs in establishing their teaching practice. It will come as no surprise that the social reality in schools, but also relationships outside schools, are very powerful, yet also potentially threatening circumstances to develop one’s expertise.

Theoretical Perspectives
Building on our former work on the micropolitics in teacher induction (Kelchtermans & Ballet, 2002; Kelchtermans & Vanassche, 2017), we used network theory to map and analyse the social networks of 11 early career teachers in Flemish primary schools (at least two respondents from the same school). An intensive semi-structured interview was used to map the social networks related to professional learning.
Findings and Implications
The findings show that early career teachers actively draw on different persons in their network for their professional learning, both within and outside the school. The formal mentoring structure in the school turns out to be just one possible resource for support. These different forms of support influence the different elements of the personal interpretation framework of beginning teachers, and as such their professional learning. The results demonstrate the role several network mechanisms – in particular homophily, perceived expertise and interpersonal interdependence – play in the meaning of a network relationship for their professional learning. However, the duality of these relationships becomes clear as they also form sources of negative feelings. Therefore the teachers use different coping strategies, in which their agency, the micropolitical reality and the importance of micropolitical literacy in these networks becomes clear. The meaning, relevance and value of the support for their professional development was found to be largely dependent of a) the definition of the desirable working conditions by the ECT – and in particular the conditions related to one’s professional self-understanding and social recognition by significant others – b) the presence of other sources for the desired working conditions, and the ECT who actively draw on his social network as compensation mechanism. Implications are presented for the redesign and implementation of effective supportive facilities for ECTs.

Authors

• Sarah Marent, KU Leuven

• Geert Kelchtermans, University of Leuven

• Ruben Vanderlinde, Ghent University