Making Sense of Teachers' Communities of Practice with Social and Epistemic Network Analysis

通过社会和认知网络分析了解教师实践社区

• 批准号: 2310071
• 金额: --
• 依托单位: University of Edinburgh
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2019
• 资助国家: 英国
• 起止时间: 2019 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2310071
• 关键词: Making; Sense; Teachers; Communities; Practice

The project will employ Social and Epistemic Network analysis to investigate how teachers form Communities of Practice (CoPs). Substantive contribution: CoPs - groups of actors who share a sense of purpose and support over time (Lave & Wenger, 1991) - can facilitate innovation and improved student outcomes, but the mechanisms through which teachers build such communities have been empirically under-investigated. The project will provide an original account of change mechanisms (e.g. how teachers influence each other's understanding of practice) in formation of CoPs as social networks that shape, and are shaped by, actors' sense-making processes. Interdisciplinarity: Bringing together educational theories (teacher agency and CoPs), data analytic techniques recently developed in computer sciences (Epistemic Network Analysis) and Advanced Social Network Analysis, the PhD student will develop a novel operationalisation of CoPs as social networks to conduct empirical analysis of change in both structure and content of teachers' interactions over time. The student will collect data in four schools in Scotland (about 200 teachers) using a web-based log asking teachers to report their reflections on particular situations in which they approached colleagues or other people for support (at least one entry per school term over three terms). The student will conduct content analysis of log data to construct epistemic networks (based on code co-occurrences) in concert with quantitative analysis of social network structures. Used together, Social and Epistemic Network analysis will enable investigation of the patterned purposeful interactions to identify networks with high levels of alignment in purposes and mutual support that characterise CoPs.

该项目将采用社会和认知网络分析，调查教师如何形成实践社区（CoPs）。 实质性贡献：CoP-随着时间的推移，分享目标感和支持的行为者群体（Lave & Wenger，1991）-可以促进创新和提高学生的成绩，但教师建立这种社区的机制却没有得到充分的实证研究。该项目将提供一个改变机制的原始帐户（如教师如何影响彼此的实践的理解）在形成的COP作为社交网络，形状，并通过，演员的意义的形成过程。 跨学科：汇集教育理论（教师代理和CoPs），最近在计算机科学（认知网络分析）和高级社会网络分析开发的数据分析技术，博士生将开发一种新颖的操作CoPs作为社交网络进行教师互动的结构和内容随时间变化的实证分析。该学生将收集苏格兰四所学校（约200名教师）的数据，使用基于网络的日志，要求教师报告他们对他们向同事或其他人寻求支持的特定情况的反映（三个学期中每个学期至少一次）。 学生将进行日志数据的内容分析，以构建认知网络（基于代码共现），并与社交网络结构的定量分析相结合。社会网络和认知网络分析一起使用，将能够调查模式化的有目的的互动，以确定网络的目的和相互支持的高度一致性，使COPs。