Elaborating a Model of Teacher Professional Growth
2002 · Teaching and Teacher Education · 10.1016/S0742-051X(02)00053-7
Overview
A named non-linear model of teacher professional growth.
Core Question
How can teacher growth be conceptualised across connected domains?
Central Argument
Professional growth can involve non-linear change across connected external, personal, practice, and outcome domains.
Theoretical Contribution
Supplies the Interconnected Model of Professional Growth as one specified model.
Theory Relationships
- Teacher Professional Development Theory — major development
Reading Focus
- Name the model rather than generalising all development from it.
- Look for mediating processes and counterexamples.
Legal Access Path
- Open the authoritative bibliographic record — Use the linked publisher, DOI, university, journal, library, or institutional record to locate lawful access through a library or the rights holder.
Sources & verification
- VerifiedThe linked record verifies this work's bibliographic details and lawful access route. — Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947-967.
- Editorially ReviewedThe central argument, theoretical contribution, relationship, and reading emphasis are bounded Syntag editorial syntheses, not quotations or claims of universal consensus.
- Research GuidanceReading priorities should be adapted to the research question, prior knowledge, access, and disciplinary guidance.
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