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Clement Mieke & Vandenberghe Roland (2000). « Teacher's professional development : A solitary or collegial (ad)venture ? ». Teaching and Teacher Education, vol. 16, n° 1, janvier, p. 81–101. 
Added by: Brigitte Bacconnier (01 Jan 1970 01:00:00 Europe/Paris)   Last edited by: Feyfant Annie (12 Dec 2006 14:34:00 Europe/Paris)
Resource type: Journal Article
BibTeX citation key: Clement2000
Categories: General
Keywords: régulation
Creators: Clement, Vandenberghe
Collection: Teaching and Teacher Education
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Abstract     
"The purpose of this study was to develop a theory for the relationship between primary school teachers' autonomy and collegiality and its impact on their professional development. In the first phase of the research, 39 teachers from 11 primary schools in Belgium were interviewed about autonomy, collegiality, and professional development. The questions of the semi-structured interview were based on orienting theory, making explicit the researcher's research thesis. A two-part analysis of the data was made. The first part reconstructed the story of each teacher regarding professional development and each school regarding autonomy and collegiality. The second phase used multiple case research. Two schools were selected from among the schools in the first phase and data were collected over a six-week observation period. The data confirmed the existence of collegiality variants. For example, teachers' communication often takes place very informally as in hallway conversations, but these are important collegial experiences. Autonomy was found to be a balancing act between too much dependence on colleagues and not enough. Novice teachers, in particular, are reluctant to seek colleagues' advice lest they appear less qualified or less competent."
Added by: Agnès Cavet  Last edited by: Feyfant Annie
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