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Subversives in the staffroom: Resolution of knowledge conflicts among teaching colleagues
ARTICLE

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

Abstract

This paper explores the resolution of conflicting knowledge by a staff committed to the philosophy of working together as a collaborative team. The study was conducted in one primary school in inner-London, and found that either staff changed their knowledge so that it aligned with knowledge articulated by the headteacher, or they left the school. There was no evidence of the joint construction of shared knowledge, or evidence of teachers' knowledge being accommodated. In this school, the leadership of the headteacher was central to the changes that occurred. These findings signal a concern about the interface between talented individuals who may challenge established orthodoxy and collegial collaboration.

Citation

Corrie, L. Subversives in the staffroom: Resolution of knowledge conflicts among teaching colleagues. Teaching and Teacher Education: An International Journal of Research and Studies, 12(3), 235-247. 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 28, 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)00036-J