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Session Type: Symposium
This symposium brings together a collection of international studies that foreground the role of social capital in teacher education and development. Each study applies social network theory and analysis to examine the complex patterns of interpersonal relationships among pre-service and in-service teachers, and how these relationships are related to particular learning outcomes. The inclusion of studies from across the globe (China, England, New Zealand, Spain, and the US) affords comparisons between diverse contexts, and allows for more nuanced understandings of how social capital may enable or constrain teacher education and development.
Understanding the Social Side of Teacher Learning and Development - Yi-Hwa Liou, National Taipei University of Education; Esther T. Canrinus, University of Agder
Improving Interaction in Teacher Training Programs: The Role of Multiplexity in Preservice Teacher Education in Spain - Mireia Civis, Ramon Llull University; Jordi Diaz-Gibson, Ramon Llull University; Susana Lopez, Ramon Llull University
The Development of Communication Networks of Preservice Teachers on a School-Led and University-Led Program of Initial Teacher Education in England - Jasperina Brouwer, University of Groningen; Christopher Downey, University of Southampton; Christian Bokhove, University of Southampton
Social Networks and Early Career Teachers' Trajectories in the United States: Closeness and Self-Efficacy - Megan Hopkins, University of California - San Diego; Peter Bjorklund, University of California - San Diego; James P. Spillane, Northwestern University
Social Network Insights Into the Realization of Educational Improvement Policy Aspirations Through Multischool Networks in New Zealand - Alan J. Daly, University of California - San Diego; Claire Sinnema, The University of Auckland; Yi-Hwa Liou, National Taipei University of Education
How Subject and Curriculum Leaders Support In-Service Teachers' On-Site Professional Learning in China - Anthony R. Adames, The Education University of Hong Kong; Darren A. Bryant, The Education University of Hong Kong; Yiu Lun Leo Wong, The Education University of Hong Kong