ERIC Number: ED334675
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: N/A
Teacher Collegial Groups as a Teacher Self-Improvement Strategy: Implications for Instructional Supervisors.
Keedy, John L.
Given the current need for collegial interaction among teachers, a teacher collegial group (TCG) was designed and implemented as a participatory structure in an elementary school. An interpretive research design was used to: (1) identify interactions occurring among the six participating teachers during TCG meetings; (2) improve the TCG meeting format and process; and (3) explore whether teachers improved their instruction through their TCG participation. Data sources included teacher interviews, a pre- and post-questionnaire, meeting transcripts, journals, field notes, and meeting assessments. The prevalent interaction category was "advice/suggestions," as opposed to such categories as "critique" and "probing." A procedure was implemented to structure teacher presentations of their game plans. All six teachers incorporated new learning programs or strategies into their classrooms. Teachers followed the meeting format and TCG process, identified year-long foci, formulated game plans, and observed their TCG colleagues. Findings regarding teacher improvement were mixed. With judicious planning and district/school support, teacher collegial groups can offer instructional supervisors an efficient alternative strategy to classroom observation. Appendices contain TCG interaction categories, a sample teacher assessment form, a pretreatment TCG questionnaire, and a critique of this questionnaire. (23 references) (MLH)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991).