Networking and the development of professionals: Beginning teachers building social capital

This paper focuses on how beginning teachers gain support during teacher training, applying concepts of social capital to understand how personal networks can give access to affective and cognitive support. It is based on qualitative case studies of three secondary school trainees during a full-time year-long programme in England. Relationships which supported trainees' developing practice can be characterised differently to those which enhanced their sense of belonging to the profession. Whether supportive relationships developed depended not only on the actions and attitudes of the trainees but also those of others. The paper suggests wider implications for the support of beginning teachers.