to engage productively but critically with difference and conflict among faculty members with respect to views about teaching (; ; ). A third important organizational condition for professional community is cohesion among the faculty. Interactions among cohesive faculty, in which there is a high level of relational trust and where there are strong, positive collegial ties that link teachers across the school, can communicate the knowledge and norms necessary to support teachers to change practices (; ). These organizational conditions both enable and are cultivated through particular social practices that support teacher learning in their schools (). Of central importance are routines and protocols that scaffold deep conversations among teachers about their practices (; ; ). First, protocols for looking at student work together or examining practice can provide a safe context for opening up and representing one’s practice to others and thus facilitate teachers’ willingness to experiment with new practices (; ). Second, the analysis of common artifacts, anchored to lessons or samples of student work, can also help teachers come to appreciate multiple approaches to teaching content and the plausibility of drawing different inferences about what students know and can do (). Conversations anchored in practice can help teachers problematize their own practice and appreciate the need for re-examining their own knowledge and the frames of reference they bring to teaching (; ). Using Social Network Analysis to Model Teacher Learning from Professional Development and Collegial Interaction Few researchers have sought to develop theoretical accounts of or test models that focus on how teacher learning from organized professional development and collegial interaction relate to one another. Addressing this gap is important, because both forms of teacher learning have limitations. In practice, external professional development rarely proves sufficient for making
to engage productively but critically with difference and conflict among faculty members with respect to views about teaching (; ; ). A third important organizational condition for professional community is cohesion among the faculty. Interactions among cohesive faculty, in which there is a high level of relational trust and where there are strong, positive collegial ties that link teachers across the school, can communicate the knowledge and norms necessary to support teachers to change practices (; ). These organizational conditions both enable and are cultivated through particular social practices that support teacher learning in their schools (). Of central importance are routines and protocols that scaffold deep conversations among teachers about their practices (; ; ). First, protocols for looking at student work together or examining practice can provide a safe context for opening up and representing one’s practice to others and thus facilitate teachers’ willingness to experiment with new practices (; ). Second, the analysis of common artifacts, anchored to lessons or samples of student work, can also help teachers come to appreciate multiple approaches to teaching content and the plausibility of drawing different inferences about what students know and can do (). Conversations anchored in practice can help teachers problematize their own practice and appreciate the need for re-examining their own knowledge and the frames of reference they bring to teaching (; ). Using Social Network Analysis to Model Teacher Learning from Professional Development and Collegial Interaction Few researchers have sought to develop theoretical accounts of or test models that focus on how teacher learning from organized professional development and collegial interaction relate to one another. Addressing this gap is important, because both forms of teacher learning have limitations. In practice, external professional development rarely proves sufficient for making
Using%20Social%20Network%20Analysis%20to%20Study%20How%20Collegial%20Interactions%20Can%20Augment%20Teacher%20Learning%20from%20External%20Professional%20Development.docx