Book contents
- Frontmatter
- Contents
- Preface
- Introduction: Second Language Teacher Education
- Section 1 The Landscapes of Second Language Teacher Education
- Chapter 1 The Scope of Second Language Teacher Education
- Chapter 2 Trends in Second Language Teacher Education
- Chapter 3 Critical Language Teacher Education
- Chapter 4 Social and Cultural Perspectives
- Section 2 Professionalism and The Language Teaching Profession
- Chapter 5 Second Language Teacher Professionalism
- Chapter 6 Certification and Professional Qualifications
- Chapter 7 Standards and Second Language Teacher Education
- Chapter 8 Assessment in Second Language Teacher Education
- Chapter 9 Teacher Preparation and Nonnative English-Speaking Educators
- Chapter 10 “Trainer Development”: Professional Development for Language Teacher Educators
- Section 3 Pedagogical Knowledge in Second Language Teacher Education
- Chapter 11 The Curriculum of Second Language Teacher Education
- Chapter 12 Knowledge About Language
- Chapter 13 SLA and Teacher Education
- Chapter 14 Acquiring Knowledge of Discourse Conventions in Teacher Education
- Section 4 Identity, Cognition, and Experience in Teacher Learning
- Chapter 15 Personal Practical Knowledge in L2 Teacher Education
- Chapter 16 Language Teacher Cognition
- Chapter 17 Teacher Identity
- Chapter 18 The Novice Teacher Experience
- Chapter 19 Teaching Expertise: Approaches, Perspectives, and Characterizations
- Section 5 Contexts for Second Language Teacher Education
- Chapter 20 Teaching and Learning in the Course Room
- Chapter 21 School-Based Experience
- Chapter 22 Language Teacher Education by Distance
- Chapter 23 Technology and Second Language Teacher Education
- Section 6 Second Language Teacher Education Through Collaboration
- Chapter 24 Collaborative Teacher Development
- Chapter 25 The Practicum
- Chapter 26 Mentoring
- Chapter 27 Language Teacher Supervision
- Section 7 Second Language Teacher Development Through Research and Practice
- Chapter 28 Second Language Classroom Research
- Chapter 29 Action Research in Second Language Teacher Education
- Chapter 30 Reflective Practice
- Author Index
- Subject Index
- Acknowledgments
Chapter 24 - Collaborative Teacher Development
Published online by Cambridge University Press: 14 February 2023
- Frontmatter
- Contents
- Preface
- Introduction: Second Language Teacher Education
- Section 1 The Landscapes of Second Language Teacher Education
- Chapter 1 The Scope of Second Language Teacher Education
- Chapter 2 Trends in Second Language Teacher Education
- Chapter 3 Critical Language Teacher Education
- Chapter 4 Social and Cultural Perspectives
- Section 2 Professionalism and The Language Teaching Profession
- Chapter 5 Second Language Teacher Professionalism
- Chapter 6 Certification and Professional Qualifications
- Chapter 7 Standards and Second Language Teacher Education
- Chapter 8 Assessment in Second Language Teacher Education
- Chapter 9 Teacher Preparation and Nonnative English-Speaking Educators
- Chapter 10 “Trainer Development”: Professional Development for Language Teacher Educators
- Section 3 Pedagogical Knowledge in Second Language Teacher Education
- Chapter 11 The Curriculum of Second Language Teacher Education
- Chapter 12 Knowledge About Language
- Chapter 13 SLA and Teacher Education
- Chapter 14 Acquiring Knowledge of Discourse Conventions in Teacher Education
- Section 4 Identity, Cognition, and Experience in Teacher Learning
- Chapter 15 Personal Practical Knowledge in L2 Teacher Education
- Chapter 16 Language Teacher Cognition
- Chapter 17 Teacher Identity
- Chapter 18 The Novice Teacher Experience
- Chapter 19 Teaching Expertise: Approaches, Perspectives, and Characterizations
- Section 5 Contexts for Second Language Teacher Education
- Chapter 20 Teaching and Learning in the Course Room
- Chapter 21 School-Based Experience
- Chapter 22 Language Teacher Education by Distance
- Chapter 23 Technology and Second Language Teacher Education
- Section 6 Second Language Teacher Education Through Collaboration
- Chapter 24 Collaborative Teacher Development
- Chapter 25 The Practicum
- Chapter 26 Mentoring
- Chapter 27 Language Teacher Supervision
- Section 7 Second Language Teacher Development Through Research and Practice
- Chapter 28 Second Language Classroom Research
- Chapter 29 Action Research in Second Language Teacher Education
- Chapter 30 Reflective Practice
- Author Index
- Subject Index
- Acknowledgments
Summary
INTRODUCTION
Collaborative teacher development (CTD) is an increasingly common kind of teacher development found in a wide range of language teaching contexts. In the past, teaching has traditionally been an occupation pursued largely in isolation from one’s colleagues – Donald Freeman (1998) famously described it as an “egg-box profession” in which each of us is carefully kept separate from our fellow teachers. A crucial component of teacher development had been to overcome this isolation with collaborative endeavors both within and beyond the classroom.
The practical effects of such work have been impressive. Yet, the most important thing about CTD lies deeper, in the values that underlie collaboration as a wellspring of teacher professional development. First, CTD arises from, and reinforces, a view of teacher learning as a fundamentally social process – in other words, that teachers can only learn professionally in sustained and meaningful ways when they are able to do so together. As Edge (1992) puts it, “[s]elf-development needs other people … By cooperating with others, we can come to understand better our own experiences and opinions” (pp. 3–4). Second, CTD supports a view of teachers both individually and as a community as producers, not just consumers, of knowledge and understanding about teaching (Freeman and Johnson 1998; Johnston 2003: 123–126).
Third, CTD arises from a belief that teaching can and should be a fundamentally collegial profession. Sockett (1993) argues that “[c]ollaboration and an implicit move toward a common professional community is justified morally because of its power in strengthening professional development and increasing professional dignity” (p. 25). Hargreaves (1992), in turn, calls for a “culture of collaboration,” citing research on such cultures in which “routine help, support, trust and openness … operated almost imperceptibly on a moment-by-moment, day-by-day basis” (p. 226). Thus, overcoming professional isolation is of benefit not just to the individual teachers concerned, but to the entire context in which they teach – in other words, students and schools also stand to gain from teachers engaging in CTD.
In this chapter I begin by offering a loose definition of collaborative teacher development, and I suggest a range of possible answers to the important question of who collaborates with whom in CTD.
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- Cambridge Guide to Second Language Teacher Education , pp. 241 - 249Publisher: Cambridge University PressPrint publication year: 2009
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