Two further rationales treat the network as purposefully (re)shaped by TPD initiatives or as a latent school capacity (7 studies each)¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Seven reviewed studies treat the network as purposefully (re)shaped by professional development initiatives, and seven treat it as a (latent) school capacity for teacher and school development. → 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 studies; the abstract and Table 4 report these two minority rationales, each covering 7 studies. The reshaped rationale is mostly US-based (6 of 7) and the capacity rationale spans various countries, per Table 4's context rows.

"(3) the network as purposefully (re)shaped by professional development initiatives , and (4) the network as a (latent) school capacity for teacher and school development"

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
• The most common rationale treats the teacher network as a source of professional development (32 of 51 studies) — related
• The four rationales differ along two dimensions: the network's functional role (independent vs. dependent variable) and its ontological stance (active vs. passive) — a broader claim this one bears on