Collective Responsibility for Learning: Effects on Interactions between Novice Teachers and Colleagues

Autor/inn/en	Qian, Hong; Youngs, Peter; Frank, Kenneth
Titel	Collective Responsibility for Learning: Effects on Interactions between Novice Teachers and Colleagues
Quelle	In: Journal of Educational Change, 14 (2013) 4, S.445-464 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1573-1812
DOI	10.1007/s10833-013-9210-0
Schlagwörter	Beginning Teachers; Mentors; Experienced Teachers; Educational Responsibility; Teacher Surveys; Teacher Attitudes; Interprofessional Relationship; Educational Sociology; Indiana; Michigan + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Erziehungsverantwortung; Lehrerverhalten; Bildungssoziologie; Erziehungssoziologie
Abstract	This paper uses theory from sociology of education to explore associations between mentors' and senior colleagues' perceptions of schoolwide collective responsibility and the frequency of their interactions with novice teachers. Survey data was collected from novice teachers, their mentors, and their school-based colleagues in 6 Michigan districts and 5 Indiana districts in 2007-2008. The findings suggest that mentors' perceptions of collective responsibility for learning are strongly associated with their interactions with mentees, and that senior colleagues' perceptions of schoolwide collective responsibility are also critical to their interactions with novice teachers. This study has implications for principals' efforts to facilitate interactions between beginning teachers and their mentors and colleagues about core instructional issues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10