Raising the Teacher's Voice and the Ironic Role of Theory.

McDonald, Joseph P.

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Peer reviewed

ERIC Number: EJ346564

Record Type: CIJE

Publication Date: 1986

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

Raising the Teacher's Voice and the Ironic Role of Theory.

McDonald, Joseph P.

Harvard Educational Review, v56 n4 p355-78 Nov 1986

The author traces the progress of a group of teachers who meet regularly to discuss and explore the insights, uncertainties, and paradoxes that arise from teaching. He finds that the group evolved through three phases: (1) collegiality, (2) efforts to gain policy power, and (3) increasing confidence through knowledge. (Author/CH)

Descriptors: Discussion Groups, Policy Formation, Professional Autonomy, Secondary Education, Teacher Attitudes, Teachers, Teaching Conditions

Publication Type: Journal Articles; Reports - Descriptive

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Note: Special Issue: Teachers, Teaching, and Teacher Education.