Teacher Professionalism in Local School Contexts

摘要: This study analyzes teacher professionalism as an outcome of collegial interaction in local schools contexts. Evidence from a multiyear 16 diverse high supports the argument that school departments, schools, and districts play role supporting or undermining professionalism--in particular, shared technical culture, strong service ethic, professional commitment. The data suggest evolves within active, learning communities teachers. However, evidence tension between ethic culture some departments calls for further research on tensions these two standards teaching.