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- Title
From Professor to Colleague: Creating a Professional Identity as Collaborator in Elementary Science.
- Authors
Abell, Sandra K.
- Abstract
This article focuses on a self-study of collaboration which examines the live experiences of a university researcher and a classroom teacher who shared the work of teaching 6th grade science. Reformers have recommended increased attention to the collegial relations of teachers in professional development initiatives. Effective professional development "must be collaborative, involving a sharing of knowledge among educators and a focus on teachers' communities of practice rather than on individual teachers." Prominent forms of collegial relations--storytelling, aid and assistance, sharing, and joint work, were examined. Joint work is a strong version of collegiality that shifts teaching from the individualistic to the collective, breaks down the persistence of privacy, and leads toward new kinds of teaching. The reported benefits from increased teacher-teacher collegiality have implications for school/university partnerships. This study, therefore, is a study of collaboration in the context of shared work. The purpose of this study was to understand the nature of school/university collaboration from the perspectives of participants in a collaborative project.
- Subjects
SCIENCE education; COLLEGE teachers; SIXTH grade (Education); PROFESSIONAL education; UNIVERSITIES &; colleges; EDUCATION
- Publication
Journal of Research in Science Teaching, 2000, Vol 37, Issue 6, p548
- ISSN
0022-4308
- Publication type
Article
- DOI
10.1002/1098-2736(200008)37:6<548::AID-TEA3>3.0.CO;2-D