The Networked Teacher
How New Teachers Build Social Networks for Professional Support
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Aims & Objectives
| Author: | Kira J. Baker-Doyle | ISBN: | 9780807774458 |
| Publisher: | Teachers College Press | Publication: | December 15, 2009 |
| Imprint: | Language: | English |
| Author: | Kira J. Baker-Doyle |
| ISBN: | 9780807774458 |
| Publisher: | Teachers College Press |
| Publication: | December 15, 2009 |
| Imprint: | |
| Language: | English |
New teachers need support from their peers and mentors to locate resources, information, new ideas, emotional support, and inspiration. This timely book explains the research and theory behind social networks (face-to-face and online), describes what effective social networking for educators looks like, reveals common obstacles that new teachers face in establishing support networks, and offers valuable practical advice. The author follows the stories of four first-year teachers, illustrating the significant impact that social support networks can have on teachers’ lives and challenging common misconceptions of professional support. This book offers action guides to help teachers become “intentional networkers,” including a companion website with tools for networking and collaboration. This is a must-have resource for pre- and in-service teachers.
Book Features:
- Research-based frameworks on teachers’ social networks and professional support.
- Suggestions for mentors, teacher educators, and school administers on how to help new teachers to effectively develop their social networks.
- A companion website that will offer discussion forums, resources, and networking tools.
“Dr. Baker-Doyle’s book adds an interesting and timely facet—the role of social networks—to the always important discussions about how new teachers can excel in their work. Her research will be of value to those who do professional development with educators and to practitioners alike.”
—Susan Fuhrman, President of Teachers College, Columbia University and the National Academy of Education
“Without question, this book is a major contribution to the public and academic conversation on school reform and teacher development. But more importantly, it is destined to improve the professional life of any teacher that reads it.”
—Marc Lamont Hill, Teachers College, Columbia University
New teachers need support from their peers and mentors to locate resources, information, new ideas, emotional support, and inspiration. This timely book explains the research and theory behind social networks (face-to-face and online), describes what effective social networking for educators looks like, reveals common obstacles that new teachers face in establishing support networks, and offers valuable practical advice. The author follows the stories of four first-year teachers, illustrating the significant impact that social support networks can have on teachers’ lives and challenging common misconceptions of professional support. This book offers action guides to help teachers become “intentional networkers,” including a companion website with tools for networking and collaboration. This is a must-have resource for pre- and in-service teachers.
Book Features:
- Research-based frameworks on teachers’ social networks and professional support.
- Suggestions for mentors, teacher educators, and school administers on how to help new teachers to effectively develop their social networks.
- A companion website that will offer discussion forums, resources, and networking tools.
“Dr. Baker-Doyle’s book adds an interesting and timely facet—the role of social networks—to the always important discussions about how new teachers can excel in their work. Her research will be of value to those who do professional development with educators and to practitioners alike.”
—Susan Fuhrman, President of Teachers College, Columbia University and the National Academy of Education
“Without question, this book is a major contribution to the public and academic conversation on school reform and teacher development. But more importantly, it is destined to improve the professional life of any teacher that reads it.”
—Marc Lamont Hill, Teachers College, Columbia University
