Who Connects and How: Collaboration Network Structures Among Indigenous Teachers Across Efficacy, Co-Production, and Urban-Rural Contexts

• In Event: Networked Justice: Identity, Community, & Radical Possibility in Teacher Professional Learning

Abstract

This study examines how Indigenous in-service teachers in Taiwan construct professional collaboration networks under evolving national language policies. Using a sequential mixed-methods design, it investigates how self-efficacy, co-production inclination, and school urbanization shape the structure of teacher learning. Epistemic Network Analysis (ENA) is applied to model how teachers cognitively link cultural and pedagogical ideas across discourse. Results show that high self-efficacy and co-production inclination are associated with more integrated networks, while network configurations differ significantly across different urbanization settings. The study reconceptualizes professional development as a relational, culturally embedded process and offers insights for designing more responsive, equity-oriented systems of support for Indigenous educators.

Authors

• Hsiao-Chi Juan, National Taichung University of Education

• Yi-Hwa Liou, National Taipei University of Education