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

Mireia Civís, Jordi Diaz-Gibson, Susana López, Nienke Moolenaar

Producción científica: Artículo en revista indizadaArtículorevisión exhaustiva

13 Citas (Scopus)

Resumen

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.

Idioma originalInglés
Páginas (desde-hasta)224-236
Número de páginas13
PublicaciónInternational Journal of Educational Research
Volumen98
DOI
EstadoPublicada - 2019

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