Collaborative and innovative climates in pre-service teacher programs: The role of social capital
While the value of social capital for teaching seems paramount, a crucial question is how to shape the necessary learning climate that allows beginning pre-service teachers to build and access such social capital. A total of 321 pre-service teachers from Barcelona participated in a survey including...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión aceptada para publicación |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Universitat Ramon Llull (URL) |
| Repositorio: | DAU Arxiu Digital de la Universitat Ramon Llull |
| OAI Identifier: | oai:dau.url.edu:20.500.14342/1891 |
| Acceso en línea: | http://hdl.handle.net/20.500.14342/1891 https://doi.org/10.1016/j.ijer.2019.08.019 |
| Access Level: | acceso abierto |
| Palabra clave: | Capital social Mestres -- Formació Pràctiques d'ensenyament Ensenyament -- Innovacions |
| Sumario: | While the value of social capital for teaching seems paramount, a crucial question is how to shape the necessary learning climate that allows beginning pre-service teachers to build and access such social capital. A total of 321 pre-service teachers from Barcelona participated in a survey including social network questions, climate scales, and performance data. Findings reveal a significant relationship between pre-service teachers' social capital and performance as well as professional competence. Also, results show that a collaborative and innovative climate is positively related to pre-service teachers' performance and professional competence as mediated through student's social capital. Thus, social capital plays a mediating role by explaining the relationship between a supportive learning climate in internship schools and pre-service teachers' performance. |
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