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ERIC Number: ED407382
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 30
Abstractor: N/A
Reference Count: N/A
Teachers' Professional Development: A Solitary or Collegial (Ad)venture?
Clement, Mieke; Vandenberghe, Roland
The purpose of this study was to develop a theory for the relationship between primary school teachers' autonomy and collegiality and its impact on their professional development. In the first phase of the research, 39 teachers from 11 primary schools in Belgium were interviewed about autonomy, collegiality, and professional development. The questions of the semi-structured interview were based on orienting theory, making explicit the researcher's research thesis. A two-part analysis of the data was made. The first part reconstructed the story of each teacher regarding professional development and each school regarding autonomy and collegiality. The second phase used multiple case research. Two schools were selected from among the schools in the first phase and data were collected over a six-week observation period. The data confirmed the existence of collegiality variants. For example, teachers' communication often takes place very informally as in hallway conversations, but these are important collegial experiences. Autonomy was found to be a balancing act between too much dependence on colleagues and not enough. Novice teachers, in particular, are reluctant to seek colleagues' advice lest they appear less qualified or less competent. (Contains 97 references.) (JLS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium