Colleagues’ roles in the professional development of teachers: Results from a research study of National Board certification

This study investigated the nature of interaction among teachers that occurred around the National Board certification (NBC) process and how that collegial interaction influenced teachers’ professional development. Qualitative interviews were conducted with 14 teachers who were either considering NB...

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Published inTeaching and teacher education Vol. 23; no. 4; pp. 368 - 389
Main Authors Park, Soonhye, Steve Oliver, J., Star Johnson, Tara, Graham, Peg, Oppong, Nicholas K.
Format Journal Article
LanguageEnglish
Published Elsevier Ltd 01.05.2007
Elsevier
Subjects
Collegiality
Community of practice
Discourse Communities
Elementary Secondary Education
Interaction
Interviews
National Board certification
Professional Development
Teacher Certification
Teacher Collaboration
Teacher Effectiveness
Teacher Improvement
Teaching Methods
Collegiality
Professional development
Community of practice
National Board certification
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Summary:This study investigated the nature of interaction among teachers that occurred around the National Board certification (NBC) process and how that collegial interaction influenced teachers’ professional development. Qualitative interviews were conducted with 14 teachers who were either considering NBC, in the process, or had been awarded NBC. Interview data were analyzed using the constant comparative method. Results indicated that teacher interactions triggered by NBC helped one another's professional development in several ways: (a) enhancing reflection on teaching practice, (b) establishing a professional discourse community, (c) raising the standards for teaching performances, and (d) facilitating collaboration. Implications for teacher professional development were discussed.
ISSN:0742-051X
1879-2480
DOI:10.1016/j.tate.2006.12.013