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

被引：155

作者：

Clement, M

Vandenberghe, R

机构：

[1] Katholieke Univ Leuven, Leuven Dienst Univ Onderwijs, B-3000 Louvain, Belgium

[2] Katholieke Univ Leuven, Ctr Educ Policy & Innovat, B-3000 Louvain, Belgium

来源：

TEACHING AND TEACHER EDUCATION | 2000年 / 16卷 / 01期

关键词：

professional development; collegiality; autonomy; learning opportunities; learning space; learning experiences; qualitative research; school organisation;

D O I：

10.1016/S0742-051X(99)00051-7

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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. (C) 1999 Elsevier Science Ltd, All rights reserved.

引用

页码：81 / 101

页数：21

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