De relatie tussen schoolvisie, schoolcultuur en professionaliseringsactiviteiten van ervaren docenten

Ester Moraal*, Siebrich de Vries, Klaas van Veen

*Corresponding author for this work

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Abstract

Professional development of teachers during their career is crucial for the quality of education. A school culture with features of a professional learning community could provide that professional development for experienced teachers. This exploratory, qualitative study tries to clarify the relationship between school vision, school culture and professional development of experienced teachers by comparing experienced teachers from two secondary schools: a school with a clear and explicit vision (in this case a Waldorf school) and a 'mainstream' school without an explicit school vison. At the Waldorf school shared beliefs among experienced teachers appear to be related to a school culture of mutual trust and joint work, in which experienced teachers carry out effective professionalization activities. In the mainstream school, a lack of shared beliefs seem to be associated with little mutual trust, superficial cooperation and less effective professionalization activities.

Original languageDutch
Pages (from-to)403-419
Number of pages17
JournalPedagogische Studiën
Volume97
Issue number6
Publication statusPublished - 2020

Keywords

  • school vision
  • school culture
  • professional learning community
  • professional development
  • experienced teachers
  • COMMUNITIES
  • BELIEFS

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