La influencia del capital social en el desarrollo profesional de maestros noveles: Una aproximación con métodos mixtos desde el análisis de Redes Sociales
DOI:
https://doi.org/10.30827/profesorado.v22i2.7717Palabras clave:
análisis de redes sociales, capital social, desarrollo profesional, maestros noveles, métodos mixtos, redes egocéntricasResumen
Resumen:
Este estudio examina el capital social de los maestros noveles a partir del Análisis de Redes Sociales (ARS) para explorar su relación con el desarrollo profesional. El capital social se concibe como un concepto multidimensional que permite explorar la parte estructural, relacional y cognitiva de la interacción social. Para ello, se realiza un análisis de las redes egocéntricas de diez maestros noveles con el fin de estudiar sus patrones de interacción dentro de la escuela. A su vez, se realizan entrevistas semi-estructuradas para comprender la importancia y significado de las relaciones sociales, triangulando esta información con los datos estructurales de las redes sociales. Los resultados nos ayudan a entender la importancia de considerar las interacciones informales tales como las relaciones de amistad y consejo como fuente de apoyo, así como la influencia del resto de dimensiones en la mejora del desarrollo profesional de los maestros noveles. Finalmente, se discuten las implicaciones para las políticas educativas que faciliten la incorporación de los nuevos maestros y el fomento de las relaciones sociales entre los profesionales. De este modo, los programas de mentoría y las actividades informales dentro de la escuela pueden ayudar a promover las condiciones necesarias. Por otro lado, se pretenden prevenir aquellas políticas que limitan el flujo de los recursos en las organizaciones educativas, tales como las prácticas aisladas de los maestros.
Abstract:
This study examines the social capital of novice teachers based on the Social Network Analysis (SNA) to explore its relationships with the professional development. Social capital is conceived as a multidimensional concept that allows exploring the structural, relational and cognitive part of the social interaction. For this purpose, an analysis of the egocentric networks of ten novice teachers is carried out in order to study their patterns of interaction within the school. Additionally, semistructured interviews are conducted to understand the importance and meaning of social relationships, triangulating this information with the structural data from social networks. Results help us to understand the importance of considering informal interactions such as friendship and advice as a source of support, as well as the influence of the rest of the dimensions in improving the professional development of novice teachers. Finally, the implications for educational policies, which can facilitate the incorporation of new teachers and the development of social relationships among professionals, are discussed. Therefore, mentoring programs and informal activities within the school can help to promote the suitable conditions. On the other hand, it is intended to prevent those policies that limit the flow of resources in educational organizations, such as the isolated practices of teachers.
Descargas
Citas
Baker-Doyle, K. J., y Yoon, S. A. (2011). In search of practitioner-based social capital: A social network analysis tool for understanding and facilitating teacher collaboration in a us- based stem professional development program. Professional Development in Education, 37(1), 75-93.
Barrera, A., Braley, R. T., y Slate, J. R. (2010). Beginning teacher success: An investigation into the feedback from mentors of formal mentoring programs. Mentoring & Tutoring: Partnership in Learning, 18(1), 61-74.
Baumard, P., y Starbuck, W. H. (2005). Learning from failures: Why it may not happen. Long Range Planning, 38, 281–298
Berry, A. B. (2012). The relationship of perceived support to satisfaction and commitment for special education teachers in rural areas. Rural Special Education Quarterly, 31(1), 3-14.
Biancarosa, G., Bryk, A. S., y Dexter, E. R. (2010). Assessing the value-added effects of literacy collaborative professional development on student learning.Elementary School Journal, 111(1), 7-34
Borgatti, S.P., Everett, M.G., y Johnson, J.C. (2013). Analyzing Social Networks. London: Sage Publications.
Borgatti, S. P., y Foster, P. (2003). The network paradigm in organizational research: A review and typology. Journal of Management, 29(6), 991-1013.
Botha, M.L. y Reddy, C.P.S. (2011). In-service teachers’ perspectives of pre-service teachers’ knowledge domains in science. South African Journal of Education, 31, 257-274.
Bourdieu, P. (1986). Handbook of theory and research for the sociology of education, (pp.241-258). New York: Greenwood Press.
Braun, V., y Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, (3), 77–101.
Bryk, A. S., y Schneider, B. (2002). Trust in schools: A core resource for improvement. New York, NY: Russell Sage Foundation.
Burt, R. S. (2004). Structural Holes and Good Ideas. American Journal of Sociology, 110(2), 349–399.
Carolan, B. V. (2013). Social network analysis and education. Theory, methods, and applications. Thousand Oaks, CA: Sage Publications.
Casquero, O., Ovelar, R., Romo, J., y Benito, M. (2014). Entornos de aprendizaje personales, educación superior y analítica del aprendizaje: un estudio sobre los efectos de la multiplicidad de servicios en las redes personales de estudiantes universitarios. Cultura y Educación, 26(4), 696-738.
Civís, M., López, S., y Díaz-Gibson, J. (2017). El capital social dels estudiants del darrer curs de Magisteri. Una aproximació a les seves xarxes socials en el marc de la facultat. REIRE Revista d'Innovació i Recerca en Educació, 10(1), 34-56.
Coleman, J. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, 95-120.
Coleman, J. S. (1990). Foundations of social theory. Cambridge, MA: Harvard University Press.
Collinson, V., y Cook, T. F. (2004). Learning to share, sharing to learn: Fostering organizational learning through teachers’ dissemination of knowledge. Journal of Educational Administration, 42, 312-332.
Creswell, J.W. (2009). Research Design: Qualitative, Quantitative, and Mixed
Methods Approaches, 3rd edn. Thousand Oaks, CA: SAGE Publications.
Cross, R., Borgatti, S., y Parker, A. (2002). Making invisible work visible. California Management Review, 44(2), 25–46.
Crossley, N. (2010). The social world of the network: Combining qualitative and quantitative elements in social network analysis. Sociologica, 4(1), 1–34.
Crossley, N., Bellotti, E., Edwards, G., Everett, M., Koskinen, J., y Tranmer, M. (2015). Social network analysis for ego-nets. London UK: SAGE Publications Ltd.
Daly, A. J. (2010). Social network theory and educational change. Cambridge, MA: Harvard Education Press.
Daly, A.J. (2012). Data, Dyads, and Dynamics: Exploring Data Use and Social Networks in Educational improvement. Teachers College Record, 114(11), 1-38.
Daly, A. J., y Chrispeels, J. (2008). A question of trust: Predictive conditions for adaptive and technical leadership in educational contexts. Leadership and Policy in Schools, 7(1), 30–63.
Daly, A. J., Del Fresno, M., y Liou, Y.H. (2014). Comprendiendo el lado social de la mejora de la educación (pp. 295-311). En M. Del Fresno, P.
Marqués, y D. Paunero. (eds.), Conectados por redes sociales. Introducción al Análisis de Redes Sociales y casos prácticos. Barcelona: Editorial UOC.
Daly, A. J., y Finnigan, K. S. (2012). Exploring the space between: Social networks, trust, and urban school district leaders. Journal of School Leadership, 22(3), 493-530.
Dicke, T., Elling, J., Schmeck, A., & Leutner, D. (2015). Reducing reality shock: The effects of classroom management skills training on beginning teachers. Teaching and Teacher Education, 48, 1 12.
Díaz, J., y Civís, M. (2011). Redes socioeducativas promotoras de capital social en la comunidad: un marco teórico de referencia. Cultura y Educación, 23(3), 415- 429.
Feroli, S. P. (2015). Social networks and novice teachers: an examination of supports provided through social networks. Oklahoma State University, United States.
Flick, U. (1998). An introduction to qualitative research. London: Sage.
Fox, A., Wilson, E., y Deaney, R. (2010). Beginning teachers' workplace experiences: Perceptions of and use of support. Vocations and Learning, 4(1), 1-24.
Fukuyama, F. (1995). Trust: The social virtues and the creation of prosperity. New York: Free Press.
Fullan, M. G. (2001). The new meaning of educational change (3rd edn). New York: Teachers College Press.
Geeraerts, K., Tynjälä, P., Heikkinen, H. L. T., & Markkanen, I. (2015). Peer-group mentoring as a tool for teacher development. European Journal of Teacher Education, 38, 358 377.
Granovetter, M. S. (1973). The strength of weak ties. American Journal of Sociology, 78 (6), 1360-1380.
Halgin, D. S., y Borgatti, S. P. (2012). An introduction to personal network analysis and tie churn statistics using E-NET. Connections, 32(1), 37–48.
Halpern, D. (2005). Social Capital. Cambridge: Polity Press.
Hâncean, M-G., Molina, J.L., y Lubbers, M. (2016). Recent advancements, developments and applications of personal network analysis. International Review of Social Research, 6(4), 137-145.
Hanneman, R. A., y Riddle, M. (2005). Introduction to social network methods. Riverside, CA: University of California, Riverside.
Hanushek, E. A. (2011). The economic value of higher teacher quality. Economics of Education Review, 30(3), 466-479.
Hein, K., Cárdenas, A., Henríquez, K., y Valenzuela, S. (2013). Aproximación al análisis cualitativo de redes sociales. Experiencias en el estudio de redes personales mediante Ego. Net.QF. Redes, 24(2), 58-80.
Ibarra, H. (1993). Personal networks of women and minorities in management:a conceptual-framework. Academy of Management Review, 18(1) 58-67.
Ingersoll, R., y Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81, 201-233.
Kahn, R. L., y Antonucci, T. C. (1980). Convoys over the life course: Attachment, roles and social support. En P. B. Baltes y O. G. Brim (Eds.), Life-span development and behaviour (pp. 383–405). New York: Academic Press.
Kilduff, M. y Krackhardt, D. (1994). Bringing the individual back in: a structural analysis of the internal market for reputation in organizations. Academy of management journal, 37(1), 87–108.
Kilduff, M., y Tsai, W. (2003). Social Networks and Organizations. London: Sage Publications.
Lin, N. (1982) Social Resources and Instrumental Action. En: P. V. Marsden & N. Lin (Eds) Social Structure and Network Analysis, (pp. 131-45). Beverly Hills, CA: Sage.
Lin, N. (1999). Building a Network Theory of Social Capital. Connections, 22(1), 28–51.
Lincoln, Y. S., y Guba, E. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
Liou, Y.-H., y Daly, A. J. (2014). Closer to Learning. Social Networks, Trust, and Professional Communities. Journal of School Leadership, 24, 753-795.
Liou, Y.-H., Daly, A. J., Canrinus, E. T., Forbes, C. A., Moolenaar, N. M., Cornelissen, F., y Hsiao, J. (2016). Mapping the social side of pre-service teachers:connecting closeness, trust, and efficacy with performance. Teachers and Teaching, 1–23.
Long, F., Hall, K., Conway, P., y Murhpy, R. (2012). Novice teachers as 'invisible' learners. Teachers and Teaching: Theory and Practice, 18(6), 619-636.
Longás, J. (2008). Redes socioeducativas locales y desarrollo comunitario. Introducción. Cultura y Educación, 20(3),263-265.
Lozares, C. (1996). La teoría de redes sociales. Papers, 48, 103-126.
Lozares, C. (2003).Valores, campos y capitales sociales. Redes, 4(2), 1-33.
McCarty, C. (2003). EgoNet. Personal Network Software. Disponible en http://sourceforge.net/projects/egonet/
McCarty, C., Molina, J. L., Aguilar, C., y Rota, L. (2007). A comparison of social network mapping and personal network visualization. Field Methods, 19, 145-162.
Moolenaar, N. M. (2010). Ties with potential. Nature, antecedents, and consequences of social networks in school teams. Unpublished doctoral dissertation. University of Amsterdam, The Netherlands.
Moolenaar, N., Daly, J., y Sleegers, P. (2010). Occupying the principal position: examining relationships beween trasnformational leadership, social network position, and schools’ innovative climate. Educational Administration Quarterly, 46(5), 623-670.
Nahapiet, J., y Ghoshal, S. (1998). Social capital, intellectual capital and the organizational advantage. Academy of Management Review, 23(2), 242-266.
Patton, M. Q. (2002). Qualitative research and evaluation methods. (3rd ed.)Thousand Oaks, CA: Sage.
Pilbeam, C., Lloyd-Jones, G., y Denyer, D. (2013). Leveraging value in doctoral student networks through social capital. Studies in Higher Education, 38(10), 1472–1489.
Pogodzinski, B. (2014). Collegial support and novice teachers' perceptions of working conditions. Journal of Educational Change, 15(4), 467-489.
Portes, A. (1998). Capital social: sus orígenes y aplicaciones en la sociología moderna. Annual Reviews, 24, 1–24.
Putnam, R. D. (1993). The prosperous community: Social capital and public life. American Prospect, 4, 35-42.
Putnam, R. D. (1995). Bowling alone: America’s declining social capital. Journal of Democracy, 6(1), 65-78.
Rodríguez-Gómez, D. (2011). La gestió del coneixement en les organitzacions educatives. Revista Catalana de Pedagogia, 7, 435-448.
Scott, J. (2000). Social network analysis. (2nd ed.). London, England: Sage.
Smethem, L. (2007). Retention and intention in teaching careers: will the new generation stay? Teachers and Teaching, 13(5), 465–480.
Smithers, A. y Robinson, P. (2003) Factors affecting teachers’ decisions to leave the profession. DfES Research Report RR430. London: DfES.
Stanulis, R.N., y Floden, R.E. (2009). Intensive mentoring as a way to help beginning teachers develop balanced instruction. Journal of Teacher Education, 60(2), 112-122.
Strauss, A., y Corbin, J. (1994). Grounded theory methodology: An overview. En N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 273–285). Thousand Oaks, CA: Sage.
Symeou, L. (2006). Capital cultural y social: ¿qué podemos aprender para investigar y reforzar la colaboración entre familia y escuela?. Cultura y Eduación, 18(3-4), 219-229.
Tomàs-Miquel, J.V., Nicolau-Juliá, D., y Expósito-Langa, M. (2016). Las relaciones sociales de los estudiantes en la universidad: intensidad, interrelación y vinculación con el rendimiento académico. Cultura y Educación, 28(4), 667- 701.
Tschannen-Moran, M. (2014). Trust Matters: Leadership for Successful Schools. (2nd ed.). San Francisco: Jossey-Bass.
Uzzi, B. (1997). Social structure and competition in interfirm networks: the paradox of embeddedness. Administrative Science Quarterly, 42(1).
Vilar, J. (2008). Implicaciones éticas del trabajo en red y la acción comunitaria. Cultura y Educación, 20(3), 267-277.
Wasserman, S. y Faust, K. (1998). Social network analysis: Methods and applications. New York, NY: Cambridge University Press.
Wellman, B. (1983). Network analysis: Some basic principles. En R. Collins (Ed.), Sociological theory (pp. 155–200). San Francisco: Jossey-Bass.
Wright, V.H. y Wilson, E.K. (2006). From Preservice to Inservice Teaching: A Study of Technology Integration. Journal of Computing in Teacher Education, 22(2) 49-55.
