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Rethinking Teacher Workforce Development: A Strategic Human Resource Management Perspective


by Mark A. Smylie, Debra Miretzky & Pamela Konkol — 2004

In this chapter, we intentionally focus on teacher development as a collective and organizational issue. In doing so, we do not wish to imply that a focus on the development of individual teachers or the development of the teaching profession is misplaced. It is not. In addition, by taking an organizational perspective, we do not mean to suggest that individual, organizational, and profession-level perspectives are mutually exclusive. Rather, they should be seen as “mutually constructive” (Horn, personal communication, April 25, 2004). Indeed, it is our hope that by emphasizing collective organizational issues, we will promote future thinking and practice that see teacher development as an interactive system of individual and collective, organizational growth.


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This article originally appeared as NSSE Yearbook Vol 103. No. 1.


Cite This Article as: Teachers College Record Volume 106 Number 13, 2004, p. 34-69
http://www.tcrecord.org ID Number: 18563, Date Accessed: 4/25/2017 12:33:53 PM

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About the Author
  • Mark Smylie
    University of Illinois at Chicago
    E-mail Author
    MARK A. SMYLIE is a Professor and Chair of Policy Studies in the College of Education at the University of Illinois at Chicago.
  • Debra Miretzky
    University of Illinois at Chicago
    E-mail Author
    DEBRA MIRETZKY is Program Director of the National Society for the Study of Education and an Adjunct Instructor in education at UIC.
  • Pamela Konkol
    University of Illinois at Chicago
    E-mail Author
    PAMELA KONKOL is a Ph.D. student in Policy Studies in UIC’s College of Education.
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