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The use of social capital in teacher research : a necessary clarification

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Abstract
In this paper, we present a critical reflection on the concept of social capital. We argue that there is no such idea of an umbrella concept of social capital. Instead, two overarching conceptualizations of social capital exist, namely individual social capital and collective social capital. As these conceptualizations of social capital are completely different, we emphasize that studies using social capital as a theoretical lens should clarify the concept as well as be consistent in the interpretation of the concept, from its definition to its methodological operationalization. In this article, we first map the two different conceptualizations of social capital. Next, these conceptualizations are illustrated with well-known teacher research studies, followed by examples of studies in which individual and collective social capital are mixed. Finally, we discuss the consequences of the use and the mix of these different conceptualizations in terms of measurement methods. Additionally, implications for teacher education are presented.
Keywords
social capital, teacher education, teacher research, social network, professional development, PROFESSIONAL-DEVELOPMENT, NETWORK ANALYSIS, SCHOOL, PERSPECTIVE, TRUST, COLLABORATION, SIDE

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MLA
Coppe, Thibault, et al. “The Use of Social Capital in Teacher Research : A Necessary Clarification.” FRONTIERS IN PSYCHOLOGY, vol. 13, 2022, doi:10.3389/fpsyg.2022.866571.
APA
Coppe, T., Thomas, L., Pantić, N., Froehlich, D. E., Sarazin, M., & Raemdonck, I. (2022). The use of social capital in teacher research : a necessary clarification. FRONTIERS IN PSYCHOLOGY, 13. https://doi.org/10.3389/fpsyg.2022.866571
Chicago author-date
Coppe, Thibault, Laura Thomas, Nataša Pantić, Dominik E. Froehlich, Marc Sarazin, and Isabel Raemdonck. 2022. “The Use of Social Capital in Teacher Research : A Necessary Clarification.” FRONTIERS IN PSYCHOLOGY 13. https://doi.org/10.3389/fpsyg.2022.866571.
Chicago author-date (all authors)
Coppe, Thibault, Laura Thomas, Nataša Pantić, Dominik E. Froehlich, Marc Sarazin, and Isabel Raemdonck. 2022. “The Use of Social Capital in Teacher Research : A Necessary Clarification.” FRONTIERS IN PSYCHOLOGY 13. doi:10.3389/fpsyg.2022.866571.
Vancouver
1.
Coppe T, Thomas L, Pantić N, Froehlich DE, Sarazin M, Raemdonck I. The use of social capital in teacher research : a necessary clarification. FRONTIERS IN PSYCHOLOGY. 2022;13.
IEEE
[1]
T. Coppe, L. Thomas, N. Pantić, D. E. Froehlich, M. Sarazin, and I. Raemdonck, “The use of social capital in teacher research : a necessary clarification,” FRONTIERS IN PSYCHOLOGY, vol. 13, 2022.
@article{8755808,
  abstract     = {{In this paper, we present a critical reflection on the concept of social capital. We argue that there is no such idea of an umbrella concept of social capital. Instead, two overarching conceptualizations of social capital exist, namely individual social capital and collective social capital. As these conceptualizations of social capital are completely different, we emphasize that studies using social capital as a theoretical lens should clarify the concept as well as be consistent in the interpretation of the concept, from its definition to its methodological operationalization. In this article, we first map the two different conceptualizations of social capital. Next, these conceptualizations are illustrated with well-known teacher research studies, followed by examples of studies in which individual and collective social capital are mixed. Finally, we discuss the consequences of the use and the mix of these different conceptualizations in terms of measurement methods. Additionally, implications for teacher education are presented.}},
  articleno    = {{866571}},
  author       = {{Coppe, Thibault and Thomas, Laura and Pantić, Nataša and Froehlich, Dominik E. and Sarazin, Marc and Raemdonck, Isabel}},
  issn         = {{1664-1078}},
  journal      = {{FRONTIERS IN PSYCHOLOGY}},
  keywords     = {{social capital,teacher education,teacher research,social network,professional development,PROFESSIONAL-DEVELOPMENT,NETWORK ANALYSIS,SCHOOL,PERSPECTIVE,TRUST,COLLABORATION,SIDE}},
  language     = {{eng}},
  pages        = {{11}},
  title        = {{The use of social capital in teacher research : a necessary clarification}},
  url          = {{http://dx.doi.org/10.3389/fpsyg.2022.866571}},
  volume       = {{13}},
  year         = {{2022}},
}

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