Most reviewed studies used a sociocentric network approach (36 of 51), while 12 used an egocentric approach and 3 combined both¶

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? Thirty-six of the 51 reviewed studies used a sociocentric approach to capture teacher networks, 12 used an egocentric approach, and 3 combined both. → 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

Descriptive review of operationalizations across the 51 studies (Table 2). "Thirty-six studies used a sociocentric approach", typically with whole-school boundaries and name generators; 12 studies used an egocentric approach, mostly with qualitative designs, and 3 combined both approaches.

"Thirty-six studies used a sociocentric approach (e.g., Siciliano et al., 2017; Shirrel, 2021), which implies that each actor within given boundaries responds to a questionnaire about the interactions they have with other actors within those boundaries"

Discussion¶

Related Claims¶

• The most common rationale treats the teacher network as a source of professional development (32 of 51 studies) — related