Collegiality and its role in teacher development: perspectives from veteran and novice teachers

Abstract

The nature of collegiality and its role in teachers' professional development is explored by comparing two data sets: one analysing the interviews with a veteran social studies teacher reflecting on her 30-year teaching career, and the other analyzing the conversations of six beginning teachers as they participated in a shared inquiry group. Two different types of relationships with colleagues are described, one that provides a supportive working environment and one that results in significant professional growth. Implications for in-service professional development are discussed.