Informal online communities and networks as a source of teacher professional development: A review

Informal online communities and networks offer teachers the possibility of voluntarily engaging in shared learning, reflecting about teaching practice and receiving emotional support. Bottom-up online communities and networks are an important source of professional development, although research around these social learning structures mainly consists in describing particular cases using a wide diversity of theoretical and methodological approaches. This review analyses the existing theoretical frameworks and methodological approaches, the main characteristics and practices of online communities and networks, as well as their principal repercussions in teacher professional development. A critical analysis of the emergent themes in the revised articles sheds light on eligible perspectives for further research.     

Facebook as a mechanism for informal teacher professional learning in Indonesia

This study investigated the use of Facebook as a medium for, and process of, teachers’ informal professional learning regarding mathematical and pedagogical knowledge. Facebook responses to four inter-related posts about mathematics examples from Facebook users (N = 117) were captured and systematically analysed using content analysis. The data were examined through the lens of the five characteristics of the Effective Professional Development framework. The results identified different types of responses to the four Facebook posts including the opening of learning opportunities, rich mathematical and pedagogical discussions, respondents’ appreciations and direct impacts of the posts, as well as the acknowledgement of the misalignment between the proposed ideas and current teaching practices in Indonesia. These responses provided evidence that all five characteristics of the framework were apparent and highlighted the role of Facebook in supporting teacher informal professional learning within the Indonesian context. The limitations of such social networking-based research and implications for teacher professional development are provided.     

Actor social networks as knowledge sharing mechanisms in multi-stakeholder processes: a case of coffee innovation platforms of Uganda

Purpose: This study examined knowledge sharing mechanisms in coffee IPs and their effect on actor linkages in four districts of Uganda.

Design/methodology/approach: Thirty one respondents from the public and private sector were interviewed using a qualitative approach. Data were analyzed using the Atlas ti qualitative software version 7.5.18 to generate themes for information sources, types and channels. Social network analysis was used to measure the actor centrality positions and influence in the IP network.

Findings: Results revealed seven main categories of actors in the Coffee IPs who shared information on coffee inputs, agronomic practices, processing and markets through three main channels. Level of cohesion was less than 10% which had negative implications on the knowledge flow, trust and collaboration among the actors. Influential positions were occupied by the processors and farmer leaders in IPs in the southern districts of Luwero and Rakai, while nursery operators were most influential in IPs of the western districts of Ntungamo and Bushenyi. Weak linkages within the social networks indicated that initiatives of the actors were fragmented, as each actor acted as an individual detached from the platform activities limiting inter-actor knowledge sharing.

Practical implications: Innovation intermediaries should focus on integrated systemic and innovative approaches to strengthen actor social linkages for knowledge sharing and better platform performance.

Theoretical implications: Actor positions and relationships in innovation networks are critical tenets for fostering knowledge exchange and performance. In an innovation platform, diverse actors are multiple sources for accessing information within a given social and institutional context.

Originality/value: The study contributes to existing debate and knowledge on institutional change in agricultural innovation systems.     

The networked instructor: The quality of networks in different stages of professional development

This article focuses on the quality of instructional networks in different stages of professional development. Drawing theoretically from social capital theory and literature on teacher interaction, we conducted in-depth interviews with 30 instructors at the university level. Using qualitative social network analysis to capture and analyze networks, we found that the quality of instructors’ interactions varied across developmental stages (novice, experienced non-expert, and expert instructors), both in terms of interdependence and opportunities for value creation. These findings offer valuable leverage for shaping educators’ everyday professional development and increasing teaching capacity through quality interaction.     

理科课堂教学应追求一种“有意味的形式”

教学艺术应追求一种“有意味的形式”。了解“有意味的形式”的内涵,有助于理解教学当中追求“有意味”的教学存在的问题及其解决途径。理科教学过程中,教师要积极探索“有意味”的教学情境创设和“有意味”的合作学习、探究教学、自主学习。     

Facilitating social learning in teacher education: a case study

It is increasingly recognised that social learning by teachers can stimulate professional development. In this study, we search for the social behaviour patterns which can act as a catalyst for professional development, with an explicit focus on student teachers’ learning. Based on the ‘Dimensions of Social Learning (DSL) Framework’, including 4 dimensions and 11 indicators of social learning, the present study explores the social configuration of one network of primary teachers (n?=?12), student teachers (n?=?12) and teacher educators (n?=?2). Two research questions guide this exploration: (1) What patterns of social behaviour in teacher networks are likely to lead to professional learning? (2) What network facilitation guidelines can be discerned to assist teachers and teacher educators wishing to optimise student teachers’ professional development? Data collection consisted of video recordings, reflective notes and semi-structured interviews with network members. The findings paint a picture of how social learning in teacher networks is related to the group’s social configuration. Observation criteria and student facilitation guidelines are suggested to support professional development within teacher networks. For each dimension in the DSL Framework, one point of attention is discerned to optimise students’ learning in teacher networks.     

职业人才成长服务是职业教育的核心功能

分析了职业教育的功能,指出服务是其基本和重要的功能;提出“职业人才成长服务”的职业教育新理念,认为它是职业教育的核心功能;解析了职业人才成长服务的主要内涵：突出职业目标、对接产业行业,激励自主成长、主导主体互动,实施全程服务、内部衔接立交．建议从人才培养模式的角度进一步设计和探索,从教育信息化的角度建立数字化平台,给予支撑和推进．     

以政治标准加强新时代高校辅导员职业能力建设

当前高校辅导员职业能力建设中出现了政治标准弱化的趋势,主要表现在角色错位导致高校辅导员对自身职业的政治功能模糊化、内外部环境功利性导向易使辅导员职业精神迷失、低入职门槛弱化了辅导员思想政治教育的主导性和引领力等。因此要从以政治标准加强辅导员的职业能力建设,改变行政化导向,严把辅导员职业准入关等方面来强化高校辅导员思想政治教育职责和能力。     

Moving beyond induction and mentoring: The influence of networks on novice teacher experiences

In this research, I investigated the social support networks of four novice elementary teachers. Data were obtained through one-on-one interviews, egocentric social network map creation, and observations. Though the four teachers had varying levels of satisfaction, at the completion of their second year of teaching, all four expressed intent to remain in their positions and the profession. Examination of the four teachers’ social support networks and work contexts suggests that these novice teachers need and value the following supports: emotional, contextual, relational, academic, and social. The types of supports each of the four teachers accessed were functions of the type and locations of the relationships they formed but also reveal the priority the teachers placed on the various supports.     

艺术家的玫瑰画像

:象征 ,是乔伊斯常用的一个艺术表现手法。“玫瑰”,作为一个反复出现的象征意象 ,在《画像》中起到了不可替代的作用。本文论述了小说中玫瑰的象征意义 ,玫瑰作为涵盖作品内容的一种“有意味”的形式 ,及其在记叙主人公成长经历过程中所发挥的意象整合作用     

云南民办高职辅导员队伍职业化建设对策

辅导员队伍职业化建设一直是民办高职高专院校师资队伍建设的一大“短板”.本文在对云南民办高职高专院校进行实地调研的基础上,系统分析了这一地区辅导员队伍职业化建设存在的难点,并结合民办高职高专院校发展实际,提出了加大帮扶力度、提高职业声望,创新选聘机制、优化结构,创新组织设置、实行目标岗位责任制,完善考评机制、激发活力,构建长效培训机制、提高综合素质,创新职称评聘、职位晋升机制等较为系统的对策和建议.     

The importance of networks for newly qualified teachers in upper secondary education

Background and purpose:?The interest in raising the competence of teachers through networks and network activities is increasing. This article is based on the voices of four newly qualified teachers who give us the opportunity to listen to experiences in authentic surroundings. The purpose of this article is to gain better insight into the type of networks newly qualified teachers maintain, develop and create to develop as teachers. The research question is: What is the importance of networks for the professional development of newly qualified teachers in upper secondary education?

Main argument:?The main finding of the article, based on in-depth interviews with four newly qualified teachers, is that being acknowledged by colleagues is decisive for professional development. Furthermore, the school’s programme of meetings to some extent contributes to developing the respect and trust of the newly qualified teachers, who also need to find time and opportunities for reflection in personal networks outside school. The relational and emotional aspects of the teaching profession produce a need for guidance processes where the ethical dilemmas of the profession can be raised. When these dilemmas arise, the newly qualified teachers actively look outside school to grasp opportunities for professional development. The teachers appear to be very active in their own professional development, and they have ambitions to develop as teachers for the benefit of the pupils and the school.

Conclusions:?Systematic guidance is highlighted as fundamental for these teachers’ learning.     

社区采取专业社会工作者服务模式问题的探索——以深圳市南山区为剖析对象

随着我国社会体制改革的进行,传统的单位制日益解体,社区成为承接社会职能的重要载体和新型公共空间,社区建设应运而生。为了提高社区服务水平,促进社会管理体制的创新以及政府职能的转变,需要在社区服务领域引进社会工作专业人才,使他们运用专业的服务理念和方法为社区居民提供服务。深圳市在社区服务中引进社会工作专业人才方面走在了中国的前列。深圳市南山区在这方面又走在了深圳市的前列,率先提出＂一社区一社工＂的服务模式,这种社区专业社会工作服务模式具有一定的优势,但同时也存在一些问题,需要采取相应的措施加以解决。     

Visitors and Residents: mapping student attitudes to academic use of social networks

The Visitors and Residents model of internet use suggests a continuum of modes of engagement with the online world, ranging from tool use to social spaces. In this paper, we examine evidence derived from a large cohort of students to assess whether this idea can be validated by experimental evidence. We find statistically significant differences between individuals displaying ‘Visitor’ or ‘Resident’ attitudes, suggesting that the Visitors and Residents model is a useful typology for approaching and understanding online behaviour. From our limited sample, we have been able to produce evidence that the Visitors and Residents labels are statistically robust. This demonstrates that the Visitors and Residents approach provides a valuable framework for those considering the use of social tools in educational contexts.     

Loneliness,friendship quality and the social networks of adolescents with high‐functioning autism in an inclusive school setting

By definition, children with autism have poor peer relationships despite age and ability. When children enter adolescence, social problems typically worsen and feelings of loneliness and isolation may emerge. Thus, the overarching goal of the current study is to examine the social–emotional relationships of adolescents with autism and their typically developing (TD) classmates. Participants included 20 adolescents, 7 adolescents with autism and 13 TD classmates. All participants were enrolled in a drama class at a regular education high school in the Los Angeles area. Results indicate that adolescents with autism experienced significantly more loneliness than their TD classmates, had significantly poorer friendship quality in companionship and helpfulness, and had significantly lower social network status than their TD classmates. In addition, 92.4% of TD adolescents had secondary or nuclear social network centrality, which means that those adolescents were significantly connected and recognised in their classroom social structure although 71.4% of the adolescents with autism were either isolated or peripheral in their classroom. These findings imply that although inclusion in regular classrooms may allow adolescents with autism to be involved in the social structure of their classroom, they experienced more loneliness, poorer friendship quality and social network status as compared with their classmates. These results suggest that, perhaps, more intensive social skills' interventions that focus on friendship development are needed in adolescents with autism.     

The role of social networks in the transitional experiences of international African doctoral students at one university in South Africa

ABSTRACT

International doctoral students’ sojourn encompasses three transitional processes: to the new country, to the university and to a new academic identity as a researcher in a specific discipline. This article examines the role of social networks in facilitating these transitions for international doctoral students at one South African university. It is based on qualitative interviews conducted with 23 international PhD students representing eight different disciplines and various countries in Africa. The findings suggest that students are involved in a number of social networks, which all, apart from the academic network, exclude local students. This close-knit co-national network, while providing international PhD students with a well documented survival mechanism, may hinder their international experiences and limit the acquisition of the inter-cultural skills necessary for global citizenship in the twenty-first century. The findings also indicated that family networks back home played a role in instilling worries and doubts among students related to xenophobic attacks against foreigners.     

Exploring affiliation network models as a collaborative filtering mechanism in e-learning

The online interaction of learners and tutors in activities with concrete objectives provides a valuable source of data that can be analyzed for different purposes. One of these purposes is the use of the information extracted from that interaction to aid tutors and learners in decision making about either the configuration of further learning activities or the filtering of learning resources. This article explores the use of an affiliation network model for such kind of purposes. Concretely, the use of techniques such as blockmodeling – a technique used to derive meaningful patterns of relationships in the network – and the analysis of m-slices – a technique helpful to study cohesion in relationships – are explored as tools to decide on the configuration of topics and/or learner groups. In particular, the results of the case study show that such techniques can be used to (i) filter participants for rearranging groups; (ii) rearrange topics of interest; and (iii) dynamically change the structure of a course. The techniques presented can be considered a case of collaborative filtering based on social network structure.     

Validating farmers' indigenous social networks for local seed supply in central rift valley of Ethiopia

Abstract

The information on farmers' indigenous social networks in local seed systems is based on a case study undertaken in the central rift valley of Ethiopia. Farmers' indigenous social networks (social relation, locally developed seed exchange methods and local institutions) are presented as leverage mechanisms for the survival of local seed systems. A farmer decision to acquire seeds is discussed as an act of making a choice between whether to obtain a new germplasm/maintain old ones (genetic diversity management) or a search for renewable physical input (seed) or to take advantage of each merit in specific situations. This clearly underscores the need to value the individual merit of a seed before putting in place any type of variety selection, seed multiplication or extension programs. Analysis of the case study leads to the conclusion that the government imposed extension program should focus on institutional transformation of farmers' indigenous social networks in order to validate the complementary role of local seed systems in the development of a national seed industry.     

Professional learning as a predictor for instructional quality: a secondary analysis of TALIS

The purpose of this study is to examine the effect of teachers’ professional learning opportunities on instructional quality, which represents a combined approach of behaviorist, cognitivist, and constructivist principles in teaching. We incorporated professional learning communities (PLCs), professional development (PD) days, as well as 3 PD types (traditional, reform-based, and informal) to provide a comprehensive account of teachers’ professional learning opportunities. Using the extant large-scale data, the Teaching and Learning International Survey (TALIS), from 3,213 middle-school teachers in Turkey, we found that PLCs and reform-based PD activities produced statistically significant effects on instructional quality, ranging from high to moderate effects, all other PD variables held constant. Discussion on the results was centered on the schools for being a venue for professional learning and the potential of collaborative structures to promote teachers’ development.     

Theoretical notes on the sociological analysis of school reform networks

Nearly two decades ago, Ladwig outlined the theoretical and methodological implications of Bourdieu’s concept of the social field for sociological analyses of educational policy and school reform. The current analysis extends this work to consider the sociological import of one of the most ubiquitous forms of educational reform found around the planet: school reform networks. On the one hand, this analysis highlights the extent to which schooling is composed of multiple, co-existing social fields, which offer school reform networks ample leverage points for change. On the other hand, the degree to which reform networks hope to realise their ambitions fundamentally depends on their capacity to leverage the transferability of capitals among those social fields that govern the daily practices of schooling.