![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
For decades, education researchers have been drawing attention to the importance of professional collaboration among teachers as a way to improve student achievement. But not all collaboration is equally effective. Andy Hargreaves and Michael O’Connor explain that the most successful and sustainable efforts are characterized by both solidity and solidarity, meaning that they draw on both expert knowledge and strong collegial relationships, creating what the authors call collaborative professionalism. A network of rural teachers in the Pacific Northwest who enhance curriculum across multiple schools and a lesson study program in Hong Kong are two examples of such successful collaborations.
References
Section:
|
Boston Consulting Group . (2014). Teachers know best: Teachers’ views on professional development. Seattle, WA: Bill & Melinda Gates Foundation. Google Scholar | |
|
Day, C., Stobart, G., Sammons, P., Kington, A., Gu, Q. (2007). Teachers matter: Connecting lives, work and effectiveness. Berkshire, UK: Open University Press. Google Scholar | |
|
DeWitt, P.M. (2016). Collaborative leadership: Six influences that matter most. Thousand Oaks, CA: Corwin. Google Scholar | |
|
Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. New York, NY: Teachers College Press. Google Scholar | |
|
Hargreaves, A., Dawe, R. (1990). Paths of professional development: Contrived collegiality, collaborative culture, and the case of peer coaching. Teaching and Teacher Education, 6 (3), 227–241. Google Scholar | ISI | |
|
Hargreaves, A., O’Connor, M.T. (2017). Collaborative professionalism. Monograph prepared for the World Innovation Summit for Education, Qatar, Qatar Foundation. www.wise-qatar.org/2017-wise-research-collaborative-professionalism Google Scholar | |
|
Hargreaves, A., O’Connor, M.T. (2018). Collaborative professionalism: When teaching together means learning for all. Thousand Oaks, CA: Corwin. Google Scholar | |
|
Hargreaves, A., Shirley, D., Wangia, S., Bacon, C., D’Angelo, M. (2018). Leading from the middle: Spreading learning, well-being, and identity across Ontario. Toronto, Canada: Council of Ontario Directors of Education. Google Scholar | |
|
Jacob, A., McGovern, K. (2015). The mirage: Confronting the hard truth about our quest for teacher development. New York, NY: The New Teacher Project. Google Scholar | |
|
Leana, C.R. (2011, Fall). The missing link in school reform. Stanford Social Innovation Review, 30-35. Google Scholar | |
|
Lewis, C. (2002). Does lesson study have a future in the United States? Nagoya Journal of Education and Human Development, 1, 1–23. Google Scholar | |
|
Lieberman, A., Wood, D. (2003). Inside the National Writing Project: Connecting network learning and classroom teaching. New York, NY: Teachers College Press. Google Scholar | |
|
Little, J.W. (1990). The persistence of privacy: Autonomy and initiative in teachers’ professional relations. Teachers College Record, 91 (4), 509–536. Google Scholar | ISI | |
|
Lortie, D. (1975). Schoolteacher. Chicago, IL: University of Chicago Press. Google Scholar | |
|
Nias, J., Southworth, G., Yeomans, R. (1989). Staff relationships in the primary school: A study of organisational cultures. London, England: Cassell. Google Scholar | |
|
Nichols, T. (2017). The death of expertise: The campaign against established knowledge and why it matters. New York, NY: Oxford University Press. Google Scholar | |
|
Organization for Economic Cooperation and Development (OECD) . (2014). TALIS 2013 results: An international perspective on teaching and learning, Paris: OECD Publishing, Paris. Google Scholar | |
|
Papay, J.P., Kraft, M.A. (2017). Developing workplaces where teachers stay, improve, and succeed: Recent evidence on the importance of school climate for teacher success. In Quintero, E. (Ed.), Teaching in context: The social side of education reform (pp. 15–36). Cambridge, MA: Harvard Education Press. Google Scholar | |
|
Rosenholtz, S. (1989). Teachers’ workplace: The social organization of schools. White Plains, NY: Longman. Google Scholar | |
|
Schleifer, D., Rinehart, C., Yanisch, T. (2017). Teacher collaboration in perspective: A guide to research. New York, NY: Public Agenda. Google Scholar | |
|
Shirley, D., MacDonald, E. (2009). The mindful teacher. New York, NY: Teachers College Press. Google Scholar | |
|
Talbert, J.E., McLaughlin, M.W. (1994). Teacher professionalism in local school contexts. American Journal of Education, 102 (2), 123–153. Google Scholar | ISI |
