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Teachers’ professional development: a solitary or collegial (ad)venture?
ARTICLE

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TATE Volume 16, Number 1 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

There exists nowadays consensus on the importance of teachers’ professional development. Also, most authors agree that the school's workplace conditions can exert great influence on this development. In this paper the impact of two workplace conditions, autonomy and collegiality, on elementary school teachers’ professional development is analysed. The qualitative research reported makes clear that this influence should be thought of in a balanced way. Certain forms of autonomy and collegiality — and more specifically certain combinations of both workplace conditions — have a far more positive influence on teachers’ professional development than others.

Citation

Clement, M. & Vandenberghe, R. Teachers’ professional development: a solitary or collegial (ad)venture?. Teaching and Teacher Education: An International Journal of Research and Studies, 16(1), 81-101. Elsevier Ltd. Retrieved August 24, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 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/S0742-051X(99)00051-7

Keywords