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2 references
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- Vol 6 PE: App E
- Vol 6 RE: Chapters 1, 3, 4, 5, 6, 10, 11, App A, App B, App D, App E
professional capitalhuman capitalsocial capitaldecisional capitalteacher collaborationprofessional judgementteacher inductioncollective responsibilityBook Evidence summaryAt a glance
Hargreaves and Fullan frame high-quality teaching as professional capital built from three interacting resources. Human capital is the knowledge, skill, judgement, and capability of individual teachers.
Key ideas
Social capital lies in relationships through which educators exchange expertise, challenge practice, and improve decisions. Decisional capital is the professional judgement developed through experience, reflection, evidence, and responsibility in complex situations. Investing only in talented individuals is insufficient when organisational conditions isolate them; collaboration without expertise or disciplined judgement can also reproduce weak practice. Systems should therefore recruit well, provide strong preparation and induction, create purposeful collaborative cultures, retain and develop teachers over time, and involve the profession in improvement. The authors contrast this investment strategy with a business-capital approach based on short training, scripts, surveillance, competition, and rapid turnover.
Why it matters
Professional capital is not protection from evidence or accountability. It combines collective responsibility, capable judgement, and continuous learning so educators can respond intelligently to varied learners rather than merely comply with externally packaged solutions.
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- Vol 6 RE: Chapters 4, 5, 6, 10, 11, 12, App B, App D, App E
collaborative professionalismcollaborative inquirycollective efficacycollective responsibilityjoint workprofessional dialoguestudent collaborationevidence-informed practiceBook Evidence summaryAt a glance
Hargreaves and O’Connor distinguish collaborative professionalism from routine professional collaboration. Working together becomes professionally consequential when it is deliberate, evidence-informed, embedded in the organisation, and directed toward improved learning and equity rather than meetings or congeniality.
Key ideas
Drawing on five international cases, they identify ten connected tenets including collective efficacy, collaborative inquiry, collective responsibility, collaborative initiative, mutual dialogue, joint work, common meaning and purpose, collaborating with students, big-picture thinking, and attention to both formal and informal collaboration. Strong collaboration includes disagreement, disciplined inquiry, and shared responsibility; it does not require constant consensus or eliminate individual expertise. Structures such as schedules, protocols, leadership support, and access to evidence make sustained joint work possible, while trust enables candour and risk. The cases are illustrative rather than proof that one model transfers unchanged across systems.
Why it matters
Educators should examine which collaborations deepen knowledge and improve learner experience, which merely consume time, and how power, workload, student voice, cultural context, and measurable consequences shape the value of working together.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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