Analyzing teachers’ interactions and collaborations in STEM learning sessions

Gabriela Alonso-Yanez, Paulino Preciado Babb, and Barbara Brown presented at CSSE 2017 conference in Toronto (May 27-31, 2017)

Social network analysis (SNA) is increasingly used to characterize collaboration and interactions among teachers involved in professional learning. We used SNA to describe the network structure of STEM professional learning sessions by considering the factors prompting interactions and collaborations, as well as by identifying the salient concepts members of these professional learning communities discussed. We found that teachers tend to interact with colleagues teaching the same grade-level and sought interactions with peers rather than with members of the instructional team. We also found their communication to be dominated by lesson planning and lesson design topics rather than by central STEM disciplinary topics. Our study has the potential to contribute to theory and practice related to STEM education and teacher professional learning.

Comments on this entry are closed.

Follow Us!

facebook twitter vimeotwittertwitterrss icon

Search This Site

Follow Us On Twitter


Strong Trusting Relationship

Relational trust is a huge factor in school culture. It comes down to relationships. Relationships with staff and relationships with students. When there are strong, trusting relationships it becomes easier to keep student learning and success at the center of your practice.

Read More Testimonials