Social Network Analyses (SNA) as a method to study the structure of contacts within teams of a school for secondary education

摘要

This paper reports findings from a study using social network analysis techniques to understand social learning relationships within and between teacher teams in a large secondary school in the Netherlands (n=117 teachers). The findings suggest a relationship between the social structure of a team and their preferred way of learning and it highlights the impact certain functions or positions in a school can have on the ability to develop social relationships. Findings will be used to improve tools and instruments to detect, visualise and facilitate informal professional development networks in school organizations.