UTILISING SOCIAL NETWORK ANALYSIS TO IDENTIFY THE STRUCTURAL FEATURES OF TEACHERS’ KNOWLEDGE AND RESOURCESHARING NETWORKS WITHIN SCHOOLS

Abstract This article discusses how social network analysis (SNA) might be used to identify the structural features present in the resource- and knowledge-sharing networks that develop between teachers when they are working within their schools. Network survey data was collected from teachers as part a case study research project undertaken in two high-achieving schools, one primary, and one secondary. Teachers working in schools operate within a number of organisational structures, such as Year Teams and Subject Departments. Through use of SNA techniques, this research aims to compare the extent to which the structure of networks of teacher collaboration around particular aspects of teacher practice may be associated with teachers’ affiliation to such teams. Teachers in each school were asked to nominate colleagues to whom they turned during the previous month for resources and knowledge in their practice of teaching and learning, and their use of student attainment and progress data. Analysis using a range of whole-network metrics revealed that there were key structural differences between networks that developed around learning and teaching compared to those focused on the use of attainment and progress data, with greater collaboration across teams in data use than in teaching and learning practices. There were also key differences observed when comparing the resource-sharing and knowledge-sharing networks, with collaborative resource-sharing for teaching and learning occurring much more within closed groups participating in reciprocated exchange, compared to a more open, though less reciprocated approach to knowledge-sharing collaboration. Finally, the potential use of metrics at the level of individual teachers to identify key actors in each network is considered. Resumen El articulo presenta el analisis de redes sociales (ARS) acometido para identificar las caracteristicas presentes en redes de intercambio de recursos y conocimiento entre docentes. Se ha llevado a cabo una encuesta dirigida a docentes como parte de un estudio de casos asociado a un proyecto de investigacion en dos escuelas de alto rendimiento, una de Educacion Primaria y otra de Educacion Secundaria. Se ha comprobado que los docentes de estas escuelas operan dentro de estructuras organizativas, como son los Equipos Anuales y los Departamentos de Asignaturas. Mediante el uso de tecnicas de ARS en esta investigacion se ha pretendido comparar hasta que punto la estructura de las redes de colaboracion docente puede vincularse con la afiliacion de los docentes a dichos equipos. En cada escuela se solicito al profesorado que mencionara a aquellos colegas a los que habian acudido durante el ultimo mes con la intencion de pedir recursos para sus practicas de ensenanza y aprendizaje. En el analisis de la informacion se utilizo un rango de metricas de red completa. Se hallaron diferencias de colaboracion entre redes de profesores a la hora de compartir materiales y conocimientos. El analisis arrojo la existencia de grupos cerrados de intercambio reciproco y grupos mas abiertos con un enfoque menos reciproco en el mismo tipo de colaboracion. Finalmente, puede concluirse que el uso de metricas a nivel de docentes individuales ha permitido identificar a los actores clave en cada red.