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ERIC Number: EJ811890
Record Type: Journal
Publication Date: 2008-Feb
Pages: 3
Abstractor: ERIC
Reference Count: 13
ISBN: N/A
ISSN: ISSN-1366-4530
Viewing Recently Qualified Teachers and Their Networks as a Resource for a School
Fox, Alison; Wilson, Elaine
Teacher Development, v12 n1 p97-99 Feb 2008
The work of Lave and Wenger (1991; Wenger 1998) sets out a view of thinking about the development of professional expertise. In the case of novice teachers this considers them to be participating increasingly centrally in communities of fellow practitioners or "communities of practice". Lave and Wenger's view is that teachers, on joining schools, become members of communities with others in their profession and, through peripheral participation learning from more experienced others, develop along a trajectory an increasing expertise to more central participation and belonging. In this article, the authors challenge that this view of novice teachers is a complete one and develop ideas from network theories drawn from the world of business, to argue that membership of such communities is a subset of the professional inter-relationships teachers utilise for their professional development. A sample of recently qualified science teachers were asked to represent their personal networks as used by them professionally. As with previous evidence generated from practitioners in schools (Fox et al. 2007), individual novice teachers have rich networks including connections with Higher Education Institutions, organisations in business, industry and arts sectors, other schools and social links. These networks are individual and personal to each teacher. It has been argued that these networks can be viewed as a potential resource to the school. Here, the authors report ongoing work exploring the issues relating to how these networks can be beneficial--both to novice teachers and the schools that they join.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A