|
[article]
| Titre : |
Workplace conditions for successful teacher professional development: School principals’ beliefs and practices |
| Type de document : |
document électronique |
| Auteurs : |
Lisa Gaikhorst ; Virginie März ; Rosa du Pré ; Femke Geijsel |
| Année de publication : |
2019 |
| Article en page(s) : |
pp. 605-620 |
| Langues : |
Anglais (eng) |
| Catégories : |
Thésaurus CEREQ
CHEF D'ETABLISSEMENT ; PRATIQUE DE GRH ; FORMATION PROFESSIONNELLE EN ENTREPRISE ; ENSEIGNANT ; CONDITION DE TRAVAIL ; ETUDE DE CAS ; ECOLE ; SOCIOLOGIE DES ORGANISATIONS ; ORGANISATION DU TRAVAIL ; PAYS BAS
|
| Mots-clés : |
développement professionnel |
| Résumé : |
Research has increasingly shown that school principals exercised a significant role in teacher professional development (TPD). Nevertheless, the insights into the particular influence they exert in this process and how it is exercised still need to be developed. This article focuses on what school principals consider important working conditions for TDP and which leadership practices they use to realise these conditions in their schools. Using a multiple case study design, including 20 semi‐strcutured interviews with primary school principals, the findings show that they consider both structural (sufficient time and evaluation of TDP interventions) and cultural (an open work climate and collaboration) conditions to be important for TDP. Additionally, school principals emphasise the significance of teachers’ learning attitudes, differentiation in professionnalisation efforts and knowledge sharing in their schools. Furthermore, the results highlight that they have trouble in realising these working conditions, especially those for internal learning activities (such as an open work climate). Based on the results, recommendations are made for further research and policy makers concerning the preparation and support that principals need to realise (internal) TDP in their schools. |
| Document Céreq : |
Non |
| En ligne : |
https://doi.org/10.1111/ejed.12366 |
| Permalink : |
https://pmb.cereq.fr/index.php?lvl=notice_display&id=66100 |
in European Journal of Education > vol. 54, n° 4 (December 2019) . - pp. 605-620
[article] Workplace conditions for successful teacher professional development: School principals’ beliefs and practices [document électronique] / Lisa Gaikhorst ; Virginie März ; Rosa du Pré ; Femke Geijsel . - 2019 . - pp. 605-620. Langues : Anglais ( eng) in European Journal of Education > vol. 54, n° 4 (December 2019) . - pp. 605-620
| Catégories : |
Thésaurus CEREQ
CHEF D'ETABLISSEMENT ; PRATIQUE DE GRH ; FORMATION PROFESSIONNELLE EN ENTREPRISE ; ENSEIGNANT ; CONDITION DE TRAVAIL ; ETUDE DE CAS ; ECOLE ; SOCIOLOGIE DES ORGANISATIONS ; ORGANISATION DU TRAVAIL ; PAYS BAS
|
| Mots-clés : |
développement professionnel |
| Résumé : |
Research has increasingly shown that school principals exercised a significant role in teacher professional development (TPD). Nevertheless, the insights into the particular influence they exert in this process and how it is exercised still need to be developed. This article focuses on what school principals consider important working conditions for TDP and which leadership practices they use to realise these conditions in their schools. Using a multiple case study design, including 20 semi‐strcutured interviews with primary school principals, the findings show that they consider both structural (sufficient time and evaluation of TDP interventions) and cultural (an open work climate and collaboration) conditions to be important for TDP. Additionally, school principals emphasise the significance of teachers’ learning attitudes, differentiation in professionnalisation efforts and knowledge sharing in their schools. Furthermore, the results highlight that they have trouble in realising these working conditions, especially those for internal learning activities (such as an open work climate). Based on the results, recommendations are made for further research and policy makers concerning the preparation and support that principals need to realise (internal) TDP in their schools. |
| Document Céreq : |
Non |
| En ligne : |
https://doi.org/10.1111/ejed.12366 |
| Permalink : |
https://pmb.cereq.fr/index.php?lvl=notice_display&id=66100 |
|
Accueil
Affiner la rechercheWorkplace conditions for successful teacher professional development: School principals’ beliefs and practices in European Journal of Education, vol. 54, n° 4 (December 2019)
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