Teachers' Professional Development: A Solitary or Collegial (Ad)venture?.

By Mieke Clement, R. Vandenberghe. 2000

366 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/276d05b1e962c61bdf999bcf1fcff2d07065892c

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In Education

Citations in the corpus

EFL teacher self-efficacy development in professional learning communities (2017, background): “…collaborative practices can create opportunities for them to establish networks of relationships through which they reflect on and share their practice, revisit their beliefs about teaching and learning, and co-construct knowledge (Achinstein, 2002; Chan& Pang, 2006; Clement & Vandenberghe, 2000).”
Teachers’ critical incidents: Ethical dilemmas in teaching practice (2011, background): “Limited professional autonomy often leads to defensiveness, uncertainty, and fear (Ashforth & Lee, 1990; Rosenholtz, 1989), which are not conducive to dealing with critical incidents (Clement & Vandenberghe, 2000).”
The lucid loneliness of the gatekeeper: exploring the emotional dimension in principals’ work lives (2011, background): “…documented the deeply felt need by teachers to feel part of a whole, to experience a sense of belonging (even without it necessarily implying intense forms of collaboration or active collegiality) (see, for example, Nias, 1989; Clement & Vandenberghe, 2000; Achinstein, 2002; Kelchtermans, 2006).”
Organizational citizenship behavior in school: How does it relate to participation in decision making? (2005, background): “At a time when the restructuring movement is gaining more recognition (Clement and Vandenberghe, 2000), schools are becoming more and more dependent on teachers’ organizational citizenship.”
Teachers’ Everyday Professional Development (2016, background): “Regarding the job characteristics of the teaching profession, an interesting tension between autonomy and collegiality was identified by Clement and Vandenberghe (2000, 2001).”
Beyond PD: Teacher Professional Learning in High-Performing Systems. Teacher Quality Systems in Top Performing Countries. (2016, background): “Steinert et al., 2006; Clement & Vanddenberghe, 2000; Steinert et al., 2006 12.”
The Effect of Teacher Psychological and School Organizational and Leadership Factors on Teachers' Professional Learning in Dutch Schools (2009, background): “Schools may create an optimal learning environment when they stimulate teacher collaboration without diminishing respect and appreciation of teachers’ autonomy and expertise (Clement & Vandenberghe, 2000).”
Motivation, Work Satisfaction, and Teacher Change Among Early Childhood Teachers (2010, background): “Moreover, a wealth of literature has explored the socially constructed nature of these three concepts ( Bandura, 1986 ; Clement & Vandenberghe, 2000 ; Hargreaves, 1993 ).”
Pedagogical well‐being: reflecting learning and well‐being in teachers’ work (2010, background): “Problematically, previous studies on school development suggest that methods for attaining functional teacher collaboration are not self-evident (Bakkenes, De Barbander, & Imants, 1999; Clement & Vandenberghe, 2000; Fullan, 1995; Sleegers, van den Berg, & Geisel, 2000).”
A phenomenological study of an international teaching practicum: Pre-service teachers' experiences of professional development (2013, background): “Literature shows that a school’s workplace conditions can exert great influence on teachers’ professional development (see Anderson & Kanuka, 1997; Clement & Vandenberghe, 2000).”
Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy (2005, background): “The work of Achinstein (2002) on conflict and of Avila de Lima (2001) on friendship exemplifies how (emotionally laden) relationships among school staff interfere with teachers’ interpretation of and reactions to changes (see also Clement & Vandenberghe, 2000).”
Teacher education and teacher autonomy: Creating spaces for experimentation in secondary school English language teaching (2010, background): “The literature in education has tended to view teacher autonomy as a ‘workplace condition’ (Clement & Vandenberghe, 2000, p. 81) involving ‘the perception that teachers have regarding whether they control themselves and their work environment’ (Pearson & Moomaw, 2005, p. 41).”
Instructional development for teachers in higher education: impact on teaching approach (2010, background): “This is an important finding as earlier studies ( Clement and Vandenberghe 2000; Stes et al. 2002) show teachers might then be expected to have become critical professionals, capable to react to new demands and to give impulses to further educational innovation.”