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ERIC Number: ED352315
Record Type: Non-Journal
Publication Date: 1992
Pages: 33
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Restructuring To Become a Professional Practice School: Stages of Collegiality and the Development of Professionalism.
Lemlech, Johanna K.; Hertzog-Foliart, Hillary
School restructuring is dependent upon teacher professionalism, and teacher professionalism necessitates the development of collegial behaviors. This paper briefly describes an ongoing study of collegiality in an elementary collegial teacher preparation program. Subjects were student teachers who were paired for a two-semester student teaching experience. Findings revealed behavioral patterns identified as formative stages of collegiality. These stages, in sequential order, are: peer interaction, partnering, competition, study of teaching, integration of skills, and collegiality. A major goal of the Norwood Street-USC (University of Southern California) Professional Practice School has been restructuring a portion of a large inner-city elementary school to create a school-within-a-school center for the modeling of professionalization of teaching. A barrier to progress toward this goal was the issue of trust. Experienced teachers were concerned about having a "top down" agenda imposed on the school and about union involvement in the project. This paper focuses on how collegiality between university and school personnel was initiated and nurtured. When participant researchers related interactive relationships among project members (experienced teachers, principal, university faculty) to stages of collegiality that were partly derived from the study of interactive behaviors between paired student teachers, it was found that stages of collegiality could be identified among experienced teachers. (Contains 39 references.) (IAH)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A