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In search of autonomy: Teachers' aspirations and expectations from a school-university collaborative
ARTICLE

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TATE Volume 12, Number 3 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Expectations of teacher participants appear to receive little, if any, attention in conceptualizing and actualizing a school/university collaborative such as a Professional Development School (PDS).While key PDS participants, teachers rarely hold shared interest in the collaborative process. This study provided a forum in which PDS teachers could voice their perceptions of the collaborative process so that an image of their viewpoint could begin to emerge. Twelve faculty members of an elementary school, in its first operational year as a PDS, agreed to participate in the interviews and classroom observations that framed the study. From the data five assertions emerged: 1.1. An event beyond the teachers' control was responsible for their initial exploration of teaching in the PDS.2.2. The information teachers remembered receiving about their PDS role was limited and had very little effect on their decision to join.3.3. Teachers based their decisions to take part in the PDS collaborative on their expectations of greater control over their environments.4.4. Teachers hoped the formation of the PDS would provide opportunities for them to assert greater control over their professional growth.5.5. The teachers' desire for control over their environment increased through their participation in the PDS.

Citation

Powell, J.H. & McGowan, T.M. In search of autonomy: Teachers' aspirations and expectations from a school-university collaborative. Teaching and Teacher Education: An International Journal of Research and Studies, 12(3), 249-260. Elsevier Ltd. Retrieved March 19, 2024 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/0742-051X(95)00039-M