Professional relationships supporting teacher professional development

Stefan Van Langevelde, Arnoud Evers, Steven Verjans

Research output: Contribution to conferenceAbstractAcademic

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Abstract

In a case study in five Dutch primary schools teachers reported that they are reluctant to speak their minds, propose new ideas and give feedback to colleagues (Hulsbos et al., 2016). The study indicated that there is a lack of professional relatedness in these schools, a type of relationship between colleagues that is based on trust, mutual respect and a shared vision. The authors argue that professional relatedness supports teacher professional development (TPD) through supporting social learning. To further explore the concept of professional relatedness in Dutch schools and its relationship to TPD a PhD project has been initiated. The aim of the PhD project is, amongst others, to develop an instrument and intervention specifically designed for Dutch schools to study and enhance professional relatedness and TPD. The main questions for this roundtable session focus on the development of the instrument and intervention.
Original languageEnglish
Number of pages4
Publication statusPublished - 24 Nov 2016
EventEAPRIL 2016 Conference - ISEP, Porto, Portugal
Duration: 22 Nov 201625 Nov 2016

Conference

ConferenceEAPRIL 2016 Conference
CountryPortugal
CityPorto
Period22/11/1625/11/16

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teacher
school
primary school teacher
social learning
respect
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Keywords

  • teacher professional development
  • professional relatedness
  • relatedness
  • SDT
  • social learning

Cite this

Van Langevelde, S., Evers, A., & Verjans, S. (2016). Professional relationships supporting teacher professional development. Abstract from EAPRIL 2016 Conference, Porto, Portugal.
Van Langevelde, Stefan ; Evers, Arnoud ; Verjans, Steven. / Professional relationships supporting teacher professional development. Abstract from EAPRIL 2016 Conference, Porto, Portugal.4 p.
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abstract = "In a case study in five Dutch primary schools teachers reported that they are reluctant to speak their minds, propose new ideas and give feedback to colleagues (Hulsbos et al., 2016). The study indicated that there is a lack of professional relatedness in these schools, a type of relationship between colleagues that is based on trust, mutual respect and a shared vision. The authors argue that professional relatedness supports teacher professional development (TPD) through supporting social learning. To further explore the concept of professional relatedness in Dutch schools and its relationship to TPD a PhD project has been initiated. The aim of the PhD project is, amongst others, to develop an instrument and intervention specifically designed for Dutch schools to study and enhance professional relatedness and TPD. The main questions for this roundtable session focus on the development of the instrument and intervention.",
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Van Langevelde, S, Evers, A & Verjans, S 2016, 'Professional relationships supporting teacher professional development' EAPRIL 2016 Conference, Porto, Portugal, 22/11/16 - 25/11/16, .

Professional relationships supporting teacher professional development. / Van Langevelde, Stefan; Evers, Arnoud; Verjans, Steven.

2016. Abstract from EAPRIL 2016 Conference, Porto, Portugal.

Research output: Contribution to conferenceAbstractAcademic

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T1 - Professional relationships supporting teacher professional development

AU - Van Langevelde, Stefan

AU - Evers, Arnoud

AU - Verjans, Steven

PY - 2016/11/24

Y1 - 2016/11/24

N2 - In a case study in five Dutch primary schools teachers reported that they are reluctant to speak their minds, propose new ideas and give feedback to colleagues (Hulsbos et al., 2016). The study indicated that there is a lack of professional relatedness in these schools, a type of relationship between colleagues that is based on trust, mutual respect and a shared vision. The authors argue that professional relatedness supports teacher professional development (TPD) through supporting social learning. To further explore the concept of professional relatedness in Dutch schools and its relationship to TPD a PhD project has been initiated. The aim of the PhD project is, amongst others, to develop an instrument and intervention specifically designed for Dutch schools to study and enhance professional relatedness and TPD. The main questions for this roundtable session focus on the development of the instrument and intervention.

AB - In a case study in five Dutch primary schools teachers reported that they are reluctant to speak their minds, propose new ideas and give feedback to colleagues (Hulsbos et al., 2016). The study indicated that there is a lack of professional relatedness in these schools, a type of relationship between colleagues that is based on trust, mutual respect and a shared vision. The authors argue that professional relatedness supports teacher professional development (TPD) through supporting social learning. To further explore the concept of professional relatedness in Dutch schools and its relationship to TPD a PhD project has been initiated. The aim of the PhD project is, amongst others, to develop an instrument and intervention specifically designed for Dutch schools to study and enhance professional relatedness and TPD. The main questions for this roundtable session focus on the development of the instrument and intervention.

KW - teacher professional development

KW - professional relatedness

KW - relatedness

KW - SDT

KW - social learning

M3 - Abstract

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Van Langevelde S, Evers A, Verjans S. Professional relationships supporting teacher professional development. 2016. Abstract from EAPRIL 2016 Conference, Porto, Portugal.