ERIC Number: EJ1193871
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Interactional Dimensions of Teacher Change: A Case Study of the Evolution of Professional and Personal Relationships
Newberry, Melissa; Sanchez, Lucy Ordaz; Clark, Sarah K.
Teacher Education Quarterly, v45 n4 p29-50 Fall 2018
The teaching profession, at its core, is relational. Professional development of teachers is provided in many ways: one day seminars, professional learning communities, mentoring, etc. However, there has been little attention to the interaction between the teachers involved in the process and what influence this interaction has on their professional development. Using Bruner's (1996) psychocultural perspective, this case study explores the development of a knowledge community of two middle school teachers in a mentoring experience. Through an examination of the developing relationship in context, we examine the ways in which their interactions fostered change for both teachers in their professional practice, personal relationships, and the school community in which they engaged, and identify the interactional dimensions of such change. This study challenges the computational approach to teacher professional development and suggests that more attention to the relationship may foster long- lasting teacher growth.
Descriptors: Interprofessional Relationship, Teaching (Occupation), Faculty Development, Communities of Practice, Middle School Teachers, Mentors, Interaction, Teacher Improvement, Beginning Teachers, Reflection, Educational Change, Collegiality, Grade 7, Grade 8
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Authoring Institution: N/A