Teachers' Collegial Interaction: An Exploratory Study

Zahorik, John A.

doi:10.1086/461503

Cited by 64 publications

(44 citation statements)

References 8 publications

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“…Hargreaves (19) furthered the notion that a nurturing relationship between trainer and teacher-participants would affect the teachers ' involvement in the professional development process as he depicted the life of school teachers as isolated and largely alone in promoting teachers ' satisfaction with professional development process. Zahorik (20) used the term " privatism " to describe such isolation and loneliness. Participants may prefer a dyadic relationship and a close interaction with the trainers.…”

Section: Previous Experience As a Precursor For Effective Trainingmentioning

confidence: 99%

From experienced to novice: a reflective account on the changing role of front-line implementer to program trainer in Project P.A.T.H.S.

Shek²

2012

International Journal of Adolescent Medicine and Health

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Although training plays an important role in the successful implementation of positive youth development programs, research on training and trainers in this fi eld is grossly neglected. In this paper, a trainer of a positive youth development program in Hong Kong (Project P.A.T.H.S.; Positive Adolescent Training through Holistic Social Programmes) refl ected about her transition from the role of a teacher (and program implementer) to the role of a trainer. Based on the refl ection, the transformations involved, including self-perception, teaching role and teaching strategies, were highlighted. The issue of how previous experience infl uenced training in the context of positive youth development was also discussed. It is suggested that involvement of front-line practitioners in the training of positive youth development programs is workable, although systematic training for the novice trainers may be needed.

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Section: Previous Experience As a Precursor For Effective Trainingmentioning

confidence: 99%

From experienced to novice: a reflective account on the changing role of front-line implementer to program trainer in Project P.A.T.H.S.

Shek²

2012

International Journal of Adolescent Medicine and Health

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“…Huberman (1993), in referring to the teacher as artisan, suggests that teachers who collaborate take a more "tool-centered" rather than substantive approach. A study by Zahorik (1987) of 52 teachers in six schools supports this view. Seventy percent of the time he found a student focus to the teachers' collaboration: materials, discipline, activities, and individualization, reflecting, in his view, an emphasis on student behavior.…”

Section: Meaningful Content In Contextmentioning

confidence: 87%

Teachers Who Grow As Collaborative Leaders

Sawyer

2001

EPAA

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The following narratives examine three teachers over a course of ten years as they first entered teaching and began to collaborate with other teachers on curriculum. Specifically, the study examines how the teachers 1) developed as collaborators and 2) perceived elements of support from both within and outside the classroom for their collaborative efforts. The article argues that the successful collaborative efforts helped deepen their sense of agency and initiative within their teaching and, to a lesser degree, stimulated reform and change within their schools. In turn and to varying degrees, the process of collaboration supported their personal renewal in their work. The article suggests that structural support for these teachers that connected to their emerging personal practical knowledge was crucial for their development as

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“…As discussed in Chapter Four of this paper (See Pedagogical and epistemological beliefs reframing), teachers tend to obtain most of their ideas from actual practices, chiefly from their own and from the practice of fellow teachers (Zahorik, 1987).…”

Section: Collaborative Professional Developmentmentioning

confidence: 99%

“…Instead, teachers appear to obtain most of their ideas from actual practice, primarily from their own and then from the practice of fellow teachers (Zahorik, 1987). (Kagan, 1992, p. 75) Previous research indicates that fellow teachers are the first source of professional help in schools (Blumberg, Lortie, Sergiobanni & Staratt as cited in Zahorik, 1987). It is crucial to learn "more about teacher-teacher collegiality concerning classroom teaching as it occurs naturally on a daily basis in schools" (Zahorik, 1987, p. 387).…”

Section: Theme 4: Reframing Of Pedagogical and Epistemological Beliefmentioning

confidence: 99%

Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching

Lin¹

2000

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Previous research indicates that former schooling is an important factor in shaping teachers' beliefs about teaching; teachers change the way they teach when their beliefs about foreign language teaching change. However, not much research has discovered direct evidence concerning the processes that effect change in teacher beliefs.This study investigated the relationship between teachers' pedagogical paradigms and practices in Chinese language classrooms. Specifically, a qualitative analysis of educated teachers born in China examined how early pedagogical frames were formed, and then transformed in the context of American classrooms.Results of this study indicate that early schooling, language learning, and initial teaching experiences have a powerful affect on Chinese teachers' epistemological beliefs and pedagogical practices. Indeed, embedded and unexamined beliefs can inhibit effective teaching of Chinese language and lead to traditional behavioristcentered learning approaches. However, these data evidence that critical reflection on preconceptions, beliefs, values, principles, and practices can become a precursory for constructivist and transformational Chinese language teaching and learning. The

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Teachers' Collegial Interaction: An Exploratory Study

Cited by 64 publications

References 8 publications

From experienced to novice: a reflective account on the changing role of front-line implementer to program trainer in Project P.A.T.H.S.

From experienced to novice: a reflective account on the changing role of front-line implementer to program trainer in Project P.A.T.H.S.

Teachers Who Grow As Collaborative Leaders

Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching

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