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

Clement, Mieke

Vandenberghe, Roland

Date

2000

In publication

Teaching and Teacher Education

Volume

16

Issue

1

Pages

81-101

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Empirical

Keywords

qualitative research

collegiality

professional development

school organisation

autonomy

learning experiences

learning opportunities

learning space

Language

en

Open access/full-text available

en Yes

Peer reviewed

en Yes

ISSN

0742-051X

DOI

10.1016/S0742-051X(99)00051-7

URL

Official Publisher's Webpage (ScienceDirect)

Full-text PDF Shared by Author (ResearchGate)

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

Abbreviation

Teaching and Teacher Education

Item sets

OB Citations: Teacher Collaboration in School Improvement

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