A1 Refereed original research article in a scientific journal
Special Educators' Social Networks: A Multiple Case Study in a Finnish Part-time Special Education Context
Authors: Tuomainen J, Palonen T, Hakkarainen K
Publisher: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Publication year: 2012
Journal: Scandinavian Journal of Educational Research
Journal name in source: SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH
Journal acronym: SCAND J EDUC RES
Number in series: 1
Volume: 56
Issue: 1
First page : 21
Last page: 38
Number of pages: 18
ISSN: 0031-3831
DOI: https://doi.org/10.1080/00313831.2011.567394
Abstract
This article explores the networking roles and practices of special educators with the methods of social network analysis. This multiple case study included three special educators in a Finnish part-time special education context. The results revealed that although the special educators had central positions in the formal teacher communities as knowledge sources and collaborators, they were at the periphery of the informal teacher communities. Moreover, the special educators' networking practices involved activating various outside professional relationships that provided expert resources needed in their profession. It was concluded that the special educators may be characterized as relational experts who, according to our evidence, work in the boundary zones between school communities and other organizations and have hybridized special education-related professional networks.
This article explores the networking roles and practices of special educators with the methods of social network analysis. This multiple case study included three special educators in a Finnish part-time special education context. The results revealed that although the special educators had central positions in the formal teacher communities as knowledge sources and collaborators, they were at the periphery of the informal teacher communities. Moreover, the special educators' networking practices involved activating various outside professional relationships that provided expert resources needed in their profession. It was concluded that the special educators may be characterized as relational experts who, according to our evidence, work in the boundary zones between school communities and other organizations and have hybridized special education-related professional networks.
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