The most common rationale treats the teacher network as a source of professional development (32 of 51 studies)¶
Claim · All claims
Evidence · 1 study · reviewr3·q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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q2 i? In 32 of 51 reviewed studies, teachers' social networks are viewed as a means through which teachers learn, are supported, and develop, with TPD resulting from teachers interacting with colleagues in daily discussions. → Coppe 2026
Evidence¶
Coppe 2026¶
Coppe, T., Thomas, L., Strijbos, J.-W., & Vanderlinde, R. (2026). The connection between the social network perspective and teacher professional development: A systematic literature review. Educational Research Review. https://doi.org/10.1016/j.edurev.2026.100818
q2 · i? · review · r3
Systematic review synthesis of 51 empirical studies (2000–2024) identified via ERIC, Scopus, and PsycINFO. The thematic analysis found the source rationale dominant: "viewing the teacher network as a source of professional development , seen in 32 studies". Studies in this rationale assume more interaction opportunities are better and that isolation from the network core limits TPD.
"The most commonly offered rationale for connecting the social network perspective and TPD was viewing the teacher network as a source of professional development , seen in 32 studies"
Discussion¶
Related Claims¶
- A second rationale treats the network as a catalyst for enactment and sustainability of reforms with TPD (15 studies, mostly US) — related
- Two further rationales treat the network as purposefully (re)shaped by TPD initiatives or as a latent school capacity (7 studies each) — related
- The four rationales differ along two dimensions: the network's functional role (independent vs. dependent variable) and its ontological stance (active vs. passive) — related
- Most reviewed studies used a sociocentric network approach (36 of 51), while 12 used an egocentric approach and 3 combined both — related
- Included studies conceptualized TPD in ten distinct themes, most often as improvement of instructional practices (20 studies) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
network-as-source-of-tpd-rationale |
title |
The most common rationale treats the teacher network as a source of professional development (32 of 51 studies) |
description |
The most common rationale treats the teacher network as a source of professional development (32 of 51 studies) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — coppe-2026 |
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