Collaborating Teachers in a Professional Development School: Inducements and Contributions

Abstract

Collaborative teacher education programs add to the already heavy demands on practicing teachers, who may question the payoffs for the extra time and effort required. Inducements-contribution theory is used to examine teachers' experiences in such a program, identify the demands and rewards for the teachers, and analyze the balance between the two. The paper provides a framework for analyzing individuals' decisions to participate in collaborative programs and offers suggestions for program designers.