[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596433-105":59,"doc-detail-596433-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","inside-a-student-cohort-teacher-education-from-a-social-capital-perspective","Inside a Student Cohort - Teacher Education from a Social Capital Perspective","","Inside a Student Cohort examines how student teachers perceive cohort experiences in a teacher education setting. Using social capital theory, the study analyzes responses from an open-ended survey question and faculty members’ views from focus groups. Cohort structural properties—closure, stability, interdependence, and shared ideology—shape social capital development, generating both social and emotional support as well as positive and negative outcomes depending on students’ bonding or bridging tendencies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/inside-a-student-cohort-teacher-education-from-a-social-capital-perspective/596433/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/inside-a-student-cohort-teacher-education-from-a-social-capital-perspective/596433.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research method does the article use to study student teachers’ cohort experiences?","Question",{"text":112,"@type":113},"It analyzes student teachers’ perceptions from an open-ended survey question and faculty members’ responses gathered in focus groups.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which cohort structural properties are emphasized in the analysis?",{"text":117,"@type":113},"The study highlights closure, stability, interdependence, and shared ideology as key structural properties shaping social capital development.",{"name":119,"@type":110,"acceptedAnswer":120},"How do students develop social capital according to the article?",{"text":121,"@type":113},"Students are more likely to develop social capital by bonding with peers in their cohort than by bridging with people outside the cohort.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596433,1792190744,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Inside a Student Cohort: Teacher Education from a Social Capital Perspective DavidMandzuk  \nShelleyHasinoff  \nKelvinSeifert  \nIn this article, we report on student teachers􀂒 perceptions of their cohort experiences. Using the lens of social capital theory, we analyzed their responses to an open-ended question on a survey and faculty members􀂒 responses in focus groups. The structural properties of cohorts 􀂗 closure, stability, interdependence, and shared ideology 􀂗 facilitated the development of social capital. Closure and stability promoted social and emotional support while interdependence and shared ideology prompted both positive and negative effects. The cohort model better served some students than others. We found that students were more likely to develop social capital by bonding with their cohort peers than by bridging with those outside their cohorts.  \nKeywords: teacher candidates, student cohorts, social capital theory, bonding, bridging  \nDans cet article, nous présentons les perceptions d􀂒étudiants en pédagogie quant aux expériences de leur cohorte. À l􀂒aide de la théorie du capital social, nous avons analysé leurs réponses à une question ouverte au sujet d􀂒un sondage et des réponses de professeurs réunis en groupes de discussion. Les propriétés structurelles des cohortes 􀂗 fermeture, stabilité, interdépendance et idéologie commune 􀂗 ont facilité ledéveloppement d􀂒un capital social. La fermeture et la stabilité ont favorisé le soutien social et émotif tandis que l􀂒interdépendance et l􀂒idéologie commune ont entraîné des effets à la fois positifs et négatifs. Certains étudiants plus que d􀂒autres ont bénéficié du modèle de la cohorte. Nous avons découvert que les étudiants avaient plus chances dedévelopper un capital social en tissant des liens avec les membres deleur cohorte qu􀂒avec des personnes en dehors de leur cohorte.  \nMots clés: futurs enseignants, cohortes d􀂒étudiants, théorie du capital social,établissement de liens  \n􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖  \nItislate in the day atthe end of the term. A student knocks atthe door and asks to speak to her program coordinator about the decision to mix two student cohorts for the second year of their two-year program. Before long, this student reveals the results of a vote that the rest of her cohort has taken 􀂗 it seems that a majority of them were strongly  \nCANADIAN JOURNAL OF EDUCATION 28, 1 & 2 (2003): 168􀂖184  \nopposed to having their cohort membership changed. She then seizes the opportunity to share a number of ideas she and her peers have about keeping the groups intact, but enabling them to mix occasionally. The program coordinator wonders if students in more traditionally organized programs would be as quick to mobilize to achieve group goals.  \nIt is nearly noon, and as they pass by the program coordinator􀂒s office, a number of students are discussing a petition that has been distributed within their cohort. Inquiring about the petition, the coordinator discovers that it is related to one of her students who has been warned of possible debarment because he has been chronically absent from class. The coordinator learns that this student has garnered support among his cohort peers and has approved the distribution of the petition. The students in the hall speak about the pressures they feel to sign and how sorry they feel for their 􀂑less mature􀂒 classmates who feel obliged to do what the group wants them to do. The coordinator wonders what role the cohort plays in preparing students to withstand similar pressures when they become teachers.  \nThese two vignettes illustrate challenges that can occur when teachereducation programs adopt a cohort model to organize students. In recent years, cohorts have become more common in teacher education as teacher educators continue to search for the optimal conditions to prepare student teachers for the teaching profession. In this article, we examined student teachers􀂒 and instructors􀂒 perceptions of life inside student cohorts in the Fa","cbCaim0HJsRPRnd5","https://ap.wps.com/l/cbCaim0HJsRPRnd5","pdf",183811,17,"English","# Rationale\n## Cohorts as supportive communities\n## Limitations of existing research\n# Social capital framework\n## Structural properties and outcomes","[{\"question\":\"What research method does the article use to study student teachers’ cohort experiences?\",\"answer\":\"It analyzes student teachers’ perceptions from an open-ended survey question and faculty members’ responses gathered in focus groups.\"},{\"question\":\"Which cohort structural properties are emphasized in the analysis?\",\"answer\":\"The study highlights closure, stability, interdependence, and shared ideology as key structural properties shaping social capital development.\"},{\"question\":\"How do students develop social capital according to the article?\",\"answer\":\"Students are more likely to develop social capital by bonding with peers in their cohort than by bridging with people outside the cohort.\"}]","Inside a Student Cohort - Teacher Education from a Social Capital Perspective | PDF",1792083072,43]