School Culture and Postgraduate Professional Development: Delineating the "Enabling School"

Autor/inn/en	Arthur, Linet; Marland, Harriet; Pill, Amanda; Rea, Tony
Titel	School Culture and Postgraduate Professional Development: Delineating the "Enabling School"
Quelle	In: Professional Development in Education, 36 (2010) 3, S.471-489 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
Schlagwörter	Professional Autonomy; School Culture; Interviews; Foreign Countries; Professional Development; Evaluation Methods; Universities; Government School Relationship; United Kingdom (England) + Suchen Sie Ihr Suchwort? Berufsfreiheit; Schulkultur; Schulleben; Interviewing; Interviewtechnik; Ausland; University; Universität
Abstract	The culture of the "enabling school" is investigated within the context of the government's policy of continuing professional development and postgraduate professional development for teachers in England. This context is problematised by considering teachers' conceptualisations of their professional autonomy, status and personal expertise. A small purposive sample of schools and colleges provided the case studies for this research. Semi-structured interviews were conducted with teachers and continuing professional development leaders in each of four institutions. Cultures that delineate the enabling school--the leader/led culture, the mentoring/coaching culture, the collegial culture and the practical imperative culture--are identified and discussed. The research was made possible by a grant from ESCalate. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10