The purpose of this paper is to investigate the role of generation in teachers’ advice and information-seeking interactions in Flemish secondary school teams, and moreover how the content of advice shapes these interactions. Four content-related advice and information-seeking networks are investigated in this study: subject-matter knowledge, classroom management, innovative teaching methods and ICT.
Data were collected from 660 teachers in ten secondary education schools in Flanders (Belgium) by using an online socio-metric survey. Social network analysis was conducted, more specifically quadratic assignment procedure and multilevel P2 modeling.
The findings underline the importance of investigating content-related advice networks. Generation affects the formation of interactions. First, the results revealed that older teachers are less likely to ask advice on subject-matter knowledge, classroom management and innovative teaching methods. Second, the data showed that older teachers are more likely to be asked for advice on subject-matter knowledge. Third, young teachers are more likely to be asked for advice on innovative teaching methods and ICT. Fourth, homophily effects occurred for the youngest teachers when advice is about subject-matter knowledge, and for the oldest teachers for advice about classroom management.
This study is innovative due to its application of social network analysis to investigate intergenerational knowledge flows, and due to its clear focus on content-related advice-seeking interactions that go beyond the approach of general advice and information-seeking interactions.
