Abstract
Various authors have touted the benefits of collaborative teaching endeavors. Arhar, Johnston and Markel,1 for example, have found that team-teaching increases satisfaction, reduces isolation, and enhances feelings of professional competency. According to Brookhart and Loadman,2 collaboration exposes teachers to diverse teaching orientations and teaching experiences, and this exposure allows for greater stimulation of new ideas. Lieberman3 contends that increased communication allows educators to form close and long-lasting relationships. From these and similar investigations, it would seem that the quality of professional life in schools is greatly improved with increased peer interaction and interdependence.4
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Notes
Joanne Arhar, J. Howard Johnston, and Glenn Markel, “The Effects of Teaming and Other Collaborative Arrangements,” Middle School Journal 19 (1988): 22–25.
Susan Brookhart and Willliam Loadman, “School—University Collaboration: Different Workplace Cultures,” Contemporary Education 61 (1990): 125–128.
Ann Lieberman, “The Meaning of Scholarly Activity and the Building of Community,” Educational Researcher 21 (1992): 5–12.
Judith Warren Little and Tom Bird, “Instructional Leadership ‘Close to the Classroom’ in Secondary Schools,” in W. Greenfield (ed.), Instructional Leadership: Issues, Concepts and Controversies (Boston, MA: Allyn Sc Bacon, 1987), pp. 118–138;
Geoff Troman and Peter Woods, Primary Teachers’ Stress (New York: RoutledgeFalmer, 2001).
Andy Hargreaves, Changing Teachers, Changing Times: Teachers’ Work and Culture in the Postmodern Age (London: Cassell, 1994).
Stephen Ball, The Micro-Politics of the School (London: Methuen, 1987);
Ivor Goodson, The Making of Curriculum (Lewes: Falmer Press, 1988).
Andy Hargreaves and Robert Macmillan, “The Balkanization of Secondary School Teaching,” in Leslie Siskin and Judith Warren Little (eds.), The Subjects in Question (New York: Teachers College Press, 1995), pp. 141–171.
Dan Lortie, School-teacher: A Sociological Study (Chicago, IL: University of Chicago Press, 1975).
Sharon Feiman-Nemser and Robert Floden, “The Cultures of Teaching,” in Merlin Wittrock (ed.), Third Handbook of Research on Teaching (London: Macmillan, 1986), pp. 505–526.
Sandra Acker, The Realities of Teachers’ Work (London: Cassell, 1989); Hargreaves, Changing Teachers;
Jennifer Nias, Geoff Southworth, and Robin Yeomans, Staff Relationships in the Primary School (London: Cassell, 1989).
Jennifer Nias, Primary Teachers Talking: A Study of Teaching as Work (London: Routledge, 1989).
Grace Feuerverger, “On the Edges of the Map: A Study of Heritage Language Teachers in Toronto,” Teaching and Teacher Education, 13, 1 (1997): 39–53;
Cindy Lam, “The Green Teacher,” in Dennis Thiessen, Nina Bascia, and Ivor Goodson (eds.), Making a Difference about Difference: The Lives and Careers of Racial Minority Teachers (Toronto: Garamond Press, 1996), pp. 15–49;
Elisabeth Richards, Positioning the Elementary Core French Teacher: An Investigation of Workplace Marginality (Doctoral diss., the Ontario Institute for Studies in Education of the University of Toronto, 2002);
Paul Sargent, Real Men or Real Teachers? Contradictions in the Lives of Men Elementary School Teachers (Harriman, TN: Men’s Studies Press, 2001).
Sari Knopp Biklen, School Work: Gender and the Cultural Construction of Teaching (New York: Teachers College Press, 1995).
Beth Young and Kathy Grieve, “Changing Employment Practices? Teachers and Principals Discuss Some ‘Part-time’ Employment Arrangements for Alberta Teachers,” Canadian Journal of Educational Administration and Policy, 8 (1996): 1–14.
Elizabeth M. Smyth, “ ‘It Should be the Centre… of Professional Training in Education’: The Faculty of Education at the University of Toronto: 1871–1996,” Tidskrift för Lärarutbildning och Foi:çkuiurg (Journal of Research in Teacher Education, Umea, Sweden), special issue 3–4 (2003), 135–152.
Alison Prentice and Marjorie Theobald, “The Historiography of Women Teachers: A Retrospect,” in Alison Prentice and Marjorie Theobald (eds.), Women Who Taught: Perspectives on the History of Women and Teaching (Toronto: University of Toronto Press, 1991), pp. 3–33.
Mary Labatt, Always a Journey: A History of the Federation of Women Teachers’ Associations of Ontario 1918–1993 (Toronto: FWTAO, 1993).
A good overview text on the history of English educational policy is Peter Gordon, Richard Aldrich, and Dennis Dean, Education and Policy in England in the Twentieth Century (London: The Woburn Press, 1991).
Gordon, Aldrich, and Dean; Felicity Hunt, “Introduction,” in Felicity Hunt (ed.), Lessons for Life: The Schooling of Girls and Women 1850–1950 (Oxford: Blackwell, 1987), pp. xi-xxv.
Martin Lawn, Servants of the State: The Contested Control of Teaching 1900–1930 (London: The Falmer Press, 1987).
See Lawn, Servants of the State; Margaret Littlewood, “The ‘Wise Married Woman’ and the Teaching Unions,” in Hilary de Lyon and Frances Migniuolo (eds.), Women Teachers: Issues and Experiences (Milton Keynes: Open University Press, 1989), pp. 180–190;
Alison Oram, “Inequalities in the Teaching Profession: The Effect on Teachers and Pupils, 1910–39,” in Felicity Hunt (ed.), Lessons for Life: The Schooling of Girls and Women 1850–1950 (Oxford: Blackwell, 1987), pp. 101–123.
Jane Miller, School for Women (London: Virago Press, 1996).
Amanda Coffey and Sara Delamont, Feminism and the Classroom Teacher (London: RoutledgeFalmer, 2000).
Elizabeth Edwards, Women in Teacher Training Colleges, 1900–1960: A Culture of Femininity (London: Routledge, 2001), p. 5.
Philip Gardner, “Reconstructing the Classroom Teacher, 1903–1945,” in Ian Grosvenor, Martin Lawn, and Kate Rousmaniere (eds.), Silences and Images: The Social History of the Classroom (New York: Peter Lang, 1999), pp. 123–144, 130.
Meg Maguire and Gaby Weiner, “The Place of Women in Teacher Education: Discourses of Power,” Educational Review 46, 2 (1994): 121–139.
Pat Mahony and Ian Hextall, Reconstructing Teaching (London: RoutledgeFalmer, 2000).
Department for Education and Skills, Statistics of Education, 2002, p. 51. There has been a slow move toward (mild) feminization of the secondary school teaching force. In 1985, men comprised 54 percent of secondary school teachers in England and Wales. See Sandra Acker, “Rethinking Teachers’ Careers,” in Sandra Acker (ed.), Teachers, Gender and Careers (Lewes: The Falmer Press, 1989), pp. 10–11.
Alison Prentice, “From Household to School House: The Emergence of the Teacher as Servant of the State,” in Ruby Heap and Alison Prentice (eds.), Gender and Education in Ontario (Toronto: Canadian Scholars’ Press, 1991), pp. 7, 25–46.
John George Althouse, The Ontario Teacher: A Historical Account of Progress, 1800–1910 (Toronto: Ontario Teachers’ Federation, 1967, orig. 1929).
Pat Staton and Beth Light, Speak with Their Own Voices (Toronto: Federation of Women Teachers’ Associations of Ontario, 1987), p. 7.
Marta Danylewycz and Alison Prentice, “Teachers’ Work: Changing Patterns and Perceptions in the Emerging School Systems of Nineteenth- and Early Twentieth-Century Central Canada,” in Alison Prentice and Marjorie Theobald (eds.), Women Who Taught: Perspectives on the History of Women and Teaching (Toronto: University of Toronto Press, 1991), pp. 136–159, 140.
Robert Stamp, The Schools of Ontario, 1876–1976 (Toronto: University of Toronto Press, 1982).
Labatt, Always a Journey; Staton and Light, Speak with Their Own Voices. Ontario has a Catholic or “separate” school board alongside the secular one, and taxpayers can opt for their school taxes to go to one or the other. Another small board covers schools whose language of instruction is French. Teachers’ federations divide into elementary and secondary, secular or separate. In 1998, the FWTAO merged with another federation to become a coeducational union for public elementary school teachers. See Robert Gidney, From Hope to Harris: The Reshaping of Ontario’s Schools (Toronto: University of Toronto Press, 1999).
See Sandra Acker, “Canadian Teacher Educators in Time and Place,” Tidskrift fir Lärarutbildning och Forskning (journal of Research in Teacher Education,Umea, Sweden), special issue 3–4, (2003): 69–85; Smyth, “It Should be the Centre….’ ”
Denys Giguère, “Gender Gap Widening among Ontario Teachers,” Professionally Speaking (June, 1999): 42–45; Mahony and Hextall, Reconstructing Teaching. The trend is likely to accelerate as large proportions of older teachers will be retiring in the coming years and those are groups with higher proportions of men (Giguère). It is also tempting to conclude that the intensification of government control and scrutiny in recent decades means that those who have other choices (men?) might consider other careers a more attractive option.
Sharon Lapkin, “Introduction,” in Sharon Lapkin (ed.), French Second-Language Education in Canada: Empirical Studies (Toronto: University of Toronto Press, 1998), pp. xix—xxx.
Acker, Realities; Gertrude McPherson, Small-Town Teacher (Cambridge, MA: Harvard University Press, 1972).
Patricia Hill Collins, “Learning from the Outsider Within: The Sociological Significance of Black Feminist Thought,” in Joan Hartman and Ellen Messer-Davidow (eds.) (En)gendering Knowledge: Feminists in Academe (Knoxville: The University of Tennessee Press,COLLEGIALITY AND GENDER AT 1991), pp. 40–65;
Sandra Harding, “Rethinking Standpoint Epistemology: What is Strong Objectivity?,” in Linda Alcoff and Elizabeth Potter (eds.), Feminist Epistemologies (New York: Routledge, 1993), pp. 49–82.
Sandra Acker, “In/out/side: Positioning the Researcher in Feminist Qualitative Research,” Resources for Feminist Research, 28, 1 and 2 (2000): 189–208.
Ralph Turner, “Sponsored and Contest Mobility and the School System,” American Sociological Review, 25 (1960): 855–67.
Marilyn Osborn, Elizabeth McNess, and Patricia Broadfoot with Andrew Pollard and Patricia Triggs, What Teachers Do: Changing Policy and Practice in Primary Education (London: Continuum, 2000).
Rita Kissen, “Forbidden to Care: Gay and Lesbian Teachers,” in Deborah Eaker-Rich and Jane Van Galen (eds.), Caring in an Unjust World (Albany, NY: State University of New York Press, 1996), pp. 61–84.
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Richards, E., Acker, S. (2006). Collegiality and Gender in Elementary School Teachers’ Workplace Cultures: A Tale of Two Projects. In: Women and Teaching. Palgrave Macmillan, New York. https://doi.org/10.1057/9781403984371_3
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DOI: https://doi.org/10.1057/9781403984371_3
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