ERIC Number: ED351283
Record Type: Non-Journal
Publication Date: 1992-Jul
Reference Count: N/A
Will Teachers Say What We Want To Hear? Dilemmas of Teacher Voice.
Navarro, Janet Johnson
At the core of the professional development school movement is the assumption that teachers' voices must be welcomed in the wider educational community through participation in mutual collaborative inquiry with university faculty. However, little thought has been given to the nature of teachers' voices, the dilemmas that arise when those voices are heard in the context of educational reform, and whether, by bringing teachers' voices into the educational hierarchy, the education of children will improve. This paper argues that the welcoming of teachers' voices is more complex than simply providing occasions for teachers to speak and that, without thoughtful consideration of this issue, efforts aimed at advancing the rights of teachers to a voice in reform proceedings may be undermined. The concept of voice is expanded using three perspectives: voice as personal/private development, representative action, and collectively critical. These metaphors are used to analyze the realities and dilemmas of voice in the professional development school context. It is concluded that active participation in collaborative work in professional development schools requires balanced use of voice from all three perspectives. Structured conversations were held with two collaborative groups, one from a high school and one from a middle school, to gather data for this study. (Author/IAH)
Descriptors: College School Cooperation, Educational Change, High Schools, Interviews, Junior High Schools, Middle Schools, Participative Decision Making, Professional Development Schools, Teacher Influence, Teacher Participation, Teacher Role
National Center for Research on Teacher Learning, 116 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034 ($5.05).
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Teacher Learning, East Lansing, MI.