Successfully reported this slideshow.
You’ve unlocked unlimited downloads on SlideShare!
The Development of
Communication Networks of
on a School-Led and University-Led
Programme of Initial Teacher Education in
Dr Christopher Downey, University of Southampton
Dr Jasperina Brouwer , University of Groningen
Dr Christian Bokhove , University of Southampton
AERA, 6th April 2019, Toronto, Canada
• Teacher training in UK
– University Led (UL)
– School Direct (SD)
• Secondary Maths and Science
– cohort size (~35)
– R&R – “sink or swim”
– longevity of course
What we know already
Liou, Forbes, Hsiao, Moolenaar & Daly (2013)
•Pre-service elementary school teachers - mathematics
– Trust and self‐efficacy are positively associated with
pre‐service teacher’s outcome performance on a
mathematics teaching assessment.
– The social network position of a pre‐service teacher is
also related to performance.
•Importance of support relationships as a buffer/resilience in
a pressured environment
(Le Cornu and Ewing, 2008; Gu and Day, 2007)
• RQ1: How do the peer communication networks of pre-
service maths and science teachers develop over time?
• RQ2: To what extent do students communicate with each
other when they are friends and when they need support for
developing teaching strategies?
Networks affecting network change
• RQ3: To what extent do changes in the communication
networks over time depend on type of programme, gender,
self-efficacy and trust?
Factors affecting network change
Network development –
aka, the ties, they are a changin’
(Snijders et al , 2010)
Network Descriptives - science
Time1 Time2 Time3 Time4
UL SD UL SD UL SD
0.244 0.287 0.157 0.134
0.32 0.09 0.36 0.14 0.20 0.08 0.16 0.07
Reciprocity 0.478 0.353 0.390 0.294
0.49 0.56 0.36 0.39 0.40 0.55 0.30 0.40
E-I index -0.901 -0.828 -0.734 -0.816
Ties created T1T2 138 T2T3 59 T3T4 59
T1T2 129 T2T3 228 T3T4 102
T1T2 236 T2T3 146 T3T4 103
RQ1: Network structure - triadic closure
Only Maths - not observed among science trainees.
RQ2: Network affecting network change
• Expressive network (friendship) positively associated with
network change at first & second timespans but not the last.
• Mirrored by instrumental network (strategies) only
positively associated at end of course (Sci) and beginning
and end (Ma)
– Friendships stabilised Y3 (March) so that more
instrumental support-seeking become influential
– Encouragement to retain instrumental ties
RQ3: Factors affecting network change
• SD (alter) positively associated with network change at first
and second timespans (Ma) and first and last (Sci).
• Self-efficacy (alter) not associated with network change
– Possibly already controlled for in SD, especially early
on during course as SD start with higher self-efficacy
• Gender and trust – no consistent patterns of association
– Controlling for friendship networks – proxy for trust
• Importance of mutuality in support networks
– transitivity and flattening of hierarchy
– self-perceived efficacy (probably) not a factor
• Expressive ties are most important early on, instrumental
later – encouragement to foster a mix of ties and sustain
• What about transition across to qualified status
and early career
– insights into science and maths teacher R&R?