Why Teachers need their Colleagues: A Developmental Perspective
By J. Nias. 2005
92 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/a26a51a26cdad806827640df3de29e4bf33fb274
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Christopher W. Day
- Dimitri Van Maele
- Orit Avidov-Ungar
- K. van Veen
- P. Sammons
- Q. Gu
- Peter J. C. Sleegers
- M. Van Houtte
Citations in the corpus
- The Importance and Benefits of Teacher Collegiality in Schools – A Literature Review (2012, unknown): “Open access under CC BY-NC-ND license.”
- A model of professional development: teachers’ perceptions of their professional development (2016, background): “Given the current discussion in the professional literature regarding the concept of teachers’ professional development and its somewhat vague definition (Hargreaves & Goodson, 2006; Nias, 2000; Opfer & Pedder, 2011), including the existence of disparate – and sometimes competing – definitions, the”
- How does it feel? Teachers' emotions in a context of change (2006, background): “According to Nias (1998), the marked personal dedication of most teachers to their students, and, thus, their work, means that their professional development cannot be separated from their personal growth, and, thus, their personal concerns (Fuller 1969).”
- Exploring variations in teachers' work, lives and their effects on pupils: key findings and implications from a longitudinal mixed‐method study (2007, background): “Although notions of ‘self’ and personal identity are much used in educational research and theory, critical engagement with individual teachers' cognitive and emotional ‘selves’ has been relatively rare (Nias, 1998 ; Hargreaves, 2001 ).”
- Trust in School: A Pathway to Inhibit Teacher Burnout?. (2015, background): “Although teachers’ work requires interdependence with colleagues and the principal (Nias, 2005; Troman, 2000), our findings indicate that trust relationships with these school parties are not supportive of a sense of personal accomplishment.”