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ERIC Number: ED262469
Record Type: RIE
Publication Date: 1985-Apr
Pages: 32
Abstractor: N/A
Reference Count: 0
The Place of Peer Interaction in Teacher Development: Findings from a Case Study.
Chism, Nancy Van Note
This paper reports on work done as a part of a broader case study on conditions influencing staff development in an elementary school setting. It found that although teachers universally emphasized the importance of peer interaction in their development, their descriptions of the actual interactions in which they took part were modest in scope. Furthermore, observed instances of such interactions during the year under study were not frequent. Like many other opporunities for professional development, peer interaction in the setting was low, constrained by such organizational arrangements as time and the physical layout of classrooms, and by norms supporting self-sufficiency, privacy, and noninterference. However, peer interaction that did occur--including imitation, exchanges concerning role expectations, background information on students, and advice on particular problems--did constitute a source of informal interaction that is not often highlighted in the literature. Furthermore, findings from a "natural experiment" in the case, occasioned by a change in administrative support for teacher development between the year under study and the previous year, suggest that enhanced opportunities for peer interaction are possible and effective within conventional school settings. (Author)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 31-April 4, 1985).