Collaborative and innovative climates in pre-service teacher programs: The role of social capital

被引：9

作者：

Civis, Mireia ^{[1
]}

Diaz-Gibson, Jordi ^{[1
]}

Lopez, Susana ^{[1
]}

Moolenaar, Nienke ^{[2
]}

机构：

[1] Blanquerna Univ Ramon Llull, FPCEE Blanquerna, Barcelona, Spain

[2] Univ Utrecht, Utrecht, Netherlands

来源：

INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH | 2019年 / 98卷

关键词：

Social capital; Pre-Service teachers; Mediator variable; Social networks; Collaboration; Innovation; LEARNING COMMUNITIES; NETWORK STRUCTURE; LEADERSHIP; KNOWLEDGE; ORGANIZATIONS; SATISFACTION; COMMITMENT; MANAGEMENT; DIFFUSION; EMOTIONS;

D O I：

10.1016/j.ijer.2019.08.019

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

While the value of social capital for teaching seems paramount, a crucial question is how to shape the necessary learning climate that allows beginning pre-service teachers to build and access such social capital. A total of 321 pre-service teachers from Barcelona participated in a survey including social network questions, climate scales, and performance data. Findings reveal a significant relationship between pre-service teachers' social capital and performance as well as professional competence. Also, results show that a collaborative and innovative climate is positively related to pre-service teachers' performance and professional competence as mediated through student's social capital. Thus, social capital plays a mediating role by explaining the relationship between a supportive learning climate in internship schools and pre-service teachers' performance.

引用

页码：224 / 236

页数：13

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