Teaching-focused social networks among college faculty: exploring conditions for the development of social capital
Teaching-focused social networks among college faculty: exploring conditions for the development of social capital
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DOI：
10.1007/s10734-018-0331-5
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发表时间：
2019-07-01
期刊：
影响因子：
5
通讯作者：
Lee, Changhee
中科院分区：
文献类型：
--
作者：
Benbow, Ross J.;Lee, Changhee
教师的社会交往对教师的学习和专业发展起着重要的作用，这一点早已被学者们所认识。尽管如此，越来越多的研究表明，以教学为中心的社会关系可以让学前教育工作者获得有价值的信息，知识和建议或社会资本，提高专业实践和学生学习，经验，混合方法的研究在高等教育部门的现象是罕见的，很少调查这些社会关系是必要的条件，以发展大学教师。本研究以美国一个城市的17所大学教师为研究对象，采用调查和访谈数据，探讨教师在讨论教学时所表现出的结构性和位置性教育者特征与社交网络或社会关系汇编之间的联系。调查问卷的回归分析（n=244）表明，教学经验，教师准备教学，纪律和机构类型的时间较少，与社会网络的维度与改善专业实践。从教师的子集（n=22）的访谈数据的归纳分析补充调查结果的描述，教学经验，组织支持，和其他因素如何约束和加强教学为重点的社会关系的发展。研究结果证实并扩展了先前的研究表明，以教学为中心的社交网络的发展和社会资本的需求教师和组织投资的联系的应计。研究结果还表明，希望培养有益关系的领导者应该量身定制教学举措，以更紧密地配合教师的经验和时间承诺。
Scholars have long recognized that teachers' social interactions play an important role in their learning and professional development. Still, while a growing body of research shows that teaching-focused social ties can give precollege educators access to valuable information, knowledge, and advice-or social capital-that improves professional practice and student learning, empirical, mixed methods studies on the phenomenon in the higher education sector are rare, and few investigate what conditions are necessary for these social ties to develop among college instructors. Focusing on college faculty in 17 associate- and baccalaureate-level institutions in one U.S. city, this study uses survey and interview data to explore the connections between structural and positional educator characteristics and the social networks, or compilations of social ties, in which faculty reported discussing teaching. Regression analyses of survey responses (n=244) indicate that fewer years of teaching experience, the time faculty take preparing to teach, discipline, and institution type are correlated with social network dimensions linked to improved professional practice. An inductive analysis of interview data from a subset of faculty (n=22) supplements survey findings with descriptions of how teaching experience, organizational support, and other factors constrain and reinforce the development of teaching-focused social ties. Results confirm and extend prior research indicating that the development of teaching-focused social networks and the accrual of ties linked to social capital demand faculty and organizational investment. Findings also suggest that leaders hoping to foster beneficial ties should tailor instructional initiatives to more closely align with faculty experience and time commitments.