“The Reason I Stay”: Examining Support Networks in Extended, Embedded, and Place-Based Teacher Education

• In Event: Disrupting Racism, Supporting Teacher-Educators, and Enacting Ecological and Social Justice

Abstract

This paper makes use of qualitative social network analysis to examine the role of teacher support networks within an embedded, extended, and place-based model of teacher education. Given the recent decline in teacher education enrollment and rising attrition, we seek to understand the potential structures put in place to support teachers and both attract and retain high quality educators, particularly in under-resourced areas. This study draws on interview and survey data to address questions such as, how and why were teachers’ social networks built? Findings include an examination of the formal and informal paths of support, and teacher retention through ‘supporter’ and ‘supported’ roles within the network. Implications for in-school support structures and novice and veteran teacher learning are discussed.

Authors

• Elizabeth Birr Moje, University of Michigan

• Alistair Bomphray, University of Michigan

• Bridget L. Maher, University of Michigan

• Michaela Krug O'Neill, University of Michigan

• Rachael Gordon, University of Michigan