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Title
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Teacher communities as a context for professional development : a systematic review
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Author
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Abstract
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| Teacher communities play a central role in teachers' professional development. This study provides a systematic review of empirical research on teacher communities (TCs). Based upon predefined selection criteria, 40 studies were analysed using a narrative method. Three different types of TCs were identified: formal, member-oriented with a pre-set agenda, and formative TCs. Results showed that different stakeholders (governments, school principals, teachers) are involved and their different perspectives and degrees of involvement (distinguishing between TCs realised bottom-up or top-down) impact TCs. Finally, several conditions for success were reported: supportive leadership, group dynamics and composition, and trust and respect. |
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Language
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English
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Source (journal)
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Teaching and teacher education. - Oxford
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Publication
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Oxford
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2017
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ISSN
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0742-051X
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DOI
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10.1016/J.TATE.2016.10.001
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Volume/pages
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61
(2017)
, p. 47-59
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ISI
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000389285100005
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Full text (Publisher's DOI)
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Full text (publisher's version - intranet only)
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