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.
Author/creator
Date
In publication
Volume
16
Issue
1
Pages
81-101
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Keywords
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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