Improving interaction in teacher training programmes: the rise of the social dimension in pre-service teacher education
This paper studies the social side of pre-service teacher education and draws on social network analysis to explore the relation between the social capital of pre-service teachers and their academic and professional success. An online survey was applied to a sample of 321 students enrolled full time...
| Autores: | , , |
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| Formato: | artículo |
| Fecha de publicación: | 2018 |
| País: | España |
| Recursos: | Universitat Ramon Llull (URL) |
| Repositorio: | DAU Arxiu Digital de la Universitat Ramon Llull |
| OAI Identifier: | oai:dau.url.edu:20.500.14342/4684 |
| Acesso em linha: | http://hdl.handle.net/20.500.14342/4684 https://doi.org/10.1080/13540602.2018.1459541 |
| Access Level: | acceso abierto |
| Palavra-chave: | Professors -- Formació Capital social Èxit professional Competències |
| Resumo: | This paper studies the social side of pre-service teacher education and draws on social network analysis to explore the relation between the social capital of pre-service teachers and their academic and professional success. An online survey was applied to a sample of 321 students enrolled full time either in Preschool Education or Primary Education programmes at the Ramon Llull University-FPCEE Blanquerna in Catalonia, Spain. The instrument consisted of a combination of social network questions and rating scale attributes. Findings allow us to understand the relationship between aspects of the cohort’s social network and key development constructs and demonstrate the importance of considering informal interactions within the programme to improve the performance of pre-service teachers. |
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