Constructing Collaborative Networks: Teacher Ego Networks in the United States and Sweden

This study explores the informal and formal collaboration networks of teachers in the United States and Sweden, focusing on how teachers construct their professional ego networks of trusted individuals for collaboration. Using Ecological Systems Theory (EST) with an emphasis on the microsystem, the research investigates how teacher ego networks are shaped by factors like experience, access to subject-specific peers, and shared teaching beliefs. The study highlights the role of alignment in fostering trust and collaboration but warns that such alignment may create echo chambers, limiting exposure to new ideas. Data from both countries provide insights into the dynamics of teacher collaboration and offer recommendations for optimizing support for collaborative teaching practices.