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Teachers’ Professional Development: A Solitary or Collegial (ad)venture?

Item

Title

Teachers’ Professional Development: A Solitary or Collegial (ad)venture?

Abstract/Description

There exists nowadays consensus on the importance of teachers’ professional development. Also, most authors agree that the school's workplace conditions can exert great influence on this development. In this paper the impact of two workplace conditions, autonomy and collegiality, on elementary school teachers’ professional development is analysed. The qualitative research reported makes clear that this influence should be thought of in a balanced way. Certain forms of autonomy and collegiality — and more specifically certain combinations of both workplace conditions — have a far more positive influence on teachers’ professional development than others.

Date

Volume

16

Issue

1

Pages

81-101

Resource type

Research/Scholarly Media

Resource status/form

Published Text

Scholarship genre

Empirical

Open access/full-text available

Yes

Peer reviewed

Yes

ISSN

0742-051X

Citation

Clement, M., & Vandenberghe, R. (2000). Teachers’ Professional Development: A Solitary or Collegial (ad)venture? Teaching and Teacher Education, 16(1), 81–101. https://doi.org/10.1016/S0742-051X(99)00051-7

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