Academic Journal
Interactional Dimensions of Teacher Change: A Case Study of the Evolution of Professional and Personal Relationships
| العنوان: | Interactional Dimensions of Teacher Change: A Case Study of the Evolution of Professional and Personal Relationships |
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| اللغة: | English |
| المؤلفون: | Newberry, Melissa, Sanchez, Lucy Ordaz, Clark, Sarah K. |
| المصدر: | Teacher Education Quarterly. Fall 2018 45(4):29-50. |
| الاتاحة: | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| تاريخ النشر: | 2018 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Middle Schools Secondary Education Junior High Schools Grade 7 Elementary Education Grade 8 |
| Descriptors: | Interprofessional Relationship, Teaching (Occupation), Faculty Development, Communities of Practice, Middle School Teachers, Mentors, Interaction, Teacher Improvement, Beginning Teachers, Reflection, Educational Change, Collegiality, Grade 7, Grade 8 |
| تدمد: | 0737-5328 |
| مستخلص: | The teaching profession, at its core, is relational. Professional development of teachers is provided in many ways: one day seminars, professional learning communities, mentoring, etc. However, there has been little attention to the interaction between the teachers involved in the process and what influence this interaction has on their professional development. Using Bruner's (1996) psychocultural perspective, this case study explores the development of a knowledge community of two middle school teachers in a mentoring experience. Through an examination of the developing relationship in context, we examine the ways in which their interactions fostered change for both teachers in their professional practice, personal relationships, and the school community in which they engaged, and identify the interactional dimensions of such change. This study challenges the computational approach to teacher professional development and suggests that more attention to the relationship may foster long- lasting teacher growth. |
| Abstractor: | As Provided |
| Entry Date: | 2018 |
| رقم الانضمام: | EJ1193871 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0737-5328 |
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