Colleagues’ roles in the professional development of teachers: Results from a research study of National Board certification |
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| Authors: | Soonhye Park J Steve Oliver Tara Star Johnson Peg Graham Nicholas K Oppong |
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| Institution: | 1. Department of Teaching and Learning, University of Iowa, N 278 Lindquist Center, IA 52242, USA;2. Department of Mathematics and Science Education, University of Georgia, 212 Aderhold Hall, Athens, GA 30602, USA;3. English Department, Purdue University, 500 Oval Drive, West Lafayette, IN 47907, USA;4. Department of Language and Literacy Education, University of Georgia, 125 Aderhold Hall, Athens, GA 30602, USA |
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| Abstract: | 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. |
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| Keywords: | Professional development Community of practice National Board certification Collegiality |
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