Journal of Educational Change

, Volume 6, Issue 3, pp 207–226 | Cite as

Challenges in Fostering Ethical Knowledge as Professionalism within Schools as Teaching Communities

  • Elizabeth CampbellEmail author


Focusing on the assumption that genuine collaboration and open collegial interaction among teachers are necessary conditions for the development of schools as professional communities, this article explores pervasive norms within the teacher culture that threaten and thwart such successful collegial engagement. Using qualitative empirical evidence gathered from interviews with and observations of K-12 teachers, the article illustrates the powerful influence of teachers’ beliefs about collective solidarity, loyalty, and non-interference in a peer’s conduct. It further identifies ethical knowledge as a kind of teacher knowledge that, if shared among communities of practitioners, could replace old norms and fears with a professional foundation for the moral context of schooling.


Empirical Evidence Teaching Community Teacher Knowledge Professional Community Powerful Influence 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer 2005

Authors and Affiliations

  1. 1.Department of Curriculum, Teaching and LearningThe Ontario Institute for Studies in Education of the University of Toronto (OISE/UT)TorontoCanada

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