Search results for: Leadership
Page 1/6 54 items
This qualitative action research project examined preservice teachers’ conceptions of teacher leadership. Through an analysis of preservice teachers’ writings in a graduate-level teacher leadership course, students’ beliefs about the power of teacher leaders emerged. Findings revealed that novice teachers most often identified the scope of leadership as focused in classrooms and schools, while identifying curriculum and instructional decision-making and peer collaboration as the key actions taken by teacher leaders. Barriers to teacher leadership were most often described as administrators and policymakers. Regardless of the scope of influence or actions taken by teacher leaders, the primary purpose of teacher leadership overwhelming reflected a desire to address socioeconomic inequalities through educational change.
Updated: Mar. 08, 2022
Teacher leaders as teacher educators: recognising the ‘educator’ dimension of some teacher leaders’ practice
The functions of teacher leaders and teacher educators, what they do, are critical in teacher education. This article presents the seemingly unexamined concept that some teacher leaders’ practice includes a teacher educator dimension. Evidence that supports this claim is provided by exploring the interrelationship between teacher leader and teacher educator functions using a focused analysis of the literature and findings from qualitative research. This research investigated the impact of a professional development programme for primary science leaders. Data were collected from strategic-level informants, programme mentors and science leaders using interviews, questionnaires and a focus group. The findings are analysed to provide a critical overview of the participants’ views of the requirements for successful leadership and development of primary science and to illustrate how educator and leader functions are intertwined in science leaders’ activities. The article considers the implications of recognising the educator dimension of some teacher leaders’ practice and asserts that these implications extend beyond the primary science context of the research. Acknowledging the contribution made by ‘unrecognised’ teacher educators and enabling them to contribute to and gain from the professional knowledge of the teacher educator community has significant potential to enrich practice in teacher education internationally, nationally and locally.
Updated: Feb. 14, 2022
Although there is substantial research documenting the impact of department heads in higher education, there is a significant gap in the literature examining the role of program coordinators. This self-study explores how two teacher educators navigated the opportunities and costs of coordinating their respective programs, literacy education and elementary education. The data revealed three themes consistent across the coordinators: stakeholder and engagement, collaboration, and policy and power. Implications for leaders in higher education are discussed including the importance of revising evaluation tools to reflect the actual demands on coordinators’ time, allowing time for rich and deep conversation among leaders, and providing mentors to assist coordinators in building their skills and supporting their efforts.
Updated: Dec. 22, 2021
The study uses reflexive leadership as a framework for considering teacher professional learning across a network of schools. The paper explores professional learning strategies for eight next generation leaders, both for their own leadership learning and to build their repertoire of professional learning strategies. The study found that the emerging leaders understood the benefit of collaboration between the big schools and the need for focused teacher professional learning within their own schools. They also appreciated the synergy between the design of professional learning and the types of communication required to develop shared goals and actions in teacher professional learning teams.
Updated: May. 21, 2021
Mentoring of newly qualified teachers in early childhood education and care centres: Individual or organizational orientation?
The purpose of this paper is to present and discuss contrasting perceptions regarding “leadership and mentoring” among leaders of Norwegian early childhood education and care (ECEC) centres in their mentoring practices with newly qualified early childhood teachers (NQTs). Semi-structured qualitative interviews were conducted with eight leaders in Norwegian ECEC centres. Leaders in dual roles as leaders and mentors have varying orientations in mentoring NQTs. The paper presents the findings as two main orientations: an individual and an organizational orientation. Individually oriented leaders as mentors focus on individual needs and support of the NQT. Organizationally oriented leaders as mentors emphasize collective reflection and learning in the staff group and include NQTs in various learning processes in the ECEC centre. The study contributes to increased knowledge on how leaders’ views on leadership and organization influence their mentoring with NQTs. The study is relevant for leaders in other educational settings such as schools.
Updated: Feb. 17, 2021
Developing Teacher Leaders: The Case of a Hybrid Teacher Educator in a Professional Development School Context
Hybrid teacher educators are school- and university-based teacher educators who work across the boundaries of schools and universities to facilitate the professional learning of teachers in the third space of school-university partnerships. This case study of ‘Sofia” examined how a reassigned classroom teacher was transformed from her four-year experience as a hybrid teacher educator in an exemplary professional development school (PDS). The findings identified four transformations: (1) deepening reflection, (2) preserving relationships, (3) prioritizing students, and (4) distributing leadership. This study has implications for clinically-based teacher education suggesting that hybrid teacher educator roles in PDSs have powerful transformative qualities and the potential for developing teacher leaders.
Updated: Sep. 14, 2020
Teacher participation in school-based professional development in China: does it matter for teacher efficacy and teaching strategies?
Based on a conceptual framework applying recent research knowledge, this study investigates the relationships between teacher participation in school-based professional development and its individual and school contextual antecedents and effects on teachers and teaching in the context of mainland China. A total of 1506 secondary school teachers responded to a questionnaire survey. The results show that teachers’ willingness to attend teaching research activities and supportive principal leadership facilitated teacher participation. Among the three dimensions of teacher participation, it was collective lesson planning and teacher collegiality, not the frequency of participation, that improved teacher efficacy and the adoption of desirable teaching strategies. These results enrich the knowledge about the characteristics and effectiveness of teacher professional development in China. The implications of the findings are discussed.
Updated: Aug. 25, 2020
Israeli teacher educators’ perceptions of their professional development paths in teaching, research and institutional leadership
Teacher educators have three main paths for career development: teaching, research and institutional leadership. These may be mutually supportive, but also, sources of tension. Recent national and institutional policies encourage teacher educators to increase their research activities. This study aims to describe Israeli teacher educators’ perceptions of the three paths, and their interrelationships, as influenced by their work contexts. Semi-structured interviews were conducted with 16 experienced, research-orientated teacher educators who work in various teacher education colleges in Israel. The results indicate that although research promotes their teaching and institutional leadership, they struggle to strike a balance between the three paths. Colleges do not provide support for career planning, and view teacher educators’ professional development as personal rather than as a collective institutional endeavour.
Updated: Apr. 22, 2020
This case study describes how leaders from three teacher education institutions utilized a technological, pedagogical, and content knowledge (TPACK) leadership diagnostic tool in the design, development, and implementation of technology rich initiatives. Participants were interviewed to find out how the diagnostic tool guided their decision making. Content analysis and a priori coding were used to analyze transcripts along with constant comparative methods to explore elements within the diagnostic tool and identify additional codes. Results indicate that education leaders utilized the TPACK leadership diagnostic tool in different ways to guide the design, development, and implementation of their technology initiatives. Participants also provided recommendations for how the diagnostic tool and its use might be enhanced in order to support change.
Updated: Jan. 05, 2020
The central focus of this multilayered educational action research project was three-fold: (1) to provide opportunities for public school student leadership activities grounded in participatory and youth participatory action research; (2) to support a group of teacher-researchers in practicing and innovating in participatory action research frameworks; (3) to practice linking an educational action research project in a local region to the larger movement for democratizing education knowledge production and dissemination. Project participants included 11 teacher-researchers, a staff-developer, a consultant, a university-based faculty member, and students in K-8 schools in the Lehigh Valley region of Eastern Pennsylvania USA. To move from a traditional top-down administrative and curricular decision- making model to a distributed and more democratic model of leadership, the team argues that (1) children must be permitted to play a leading role in their own learning, leading, and researching; (2) teacher offers significant advantages over traditional in-service based professional development models; and (3) in an era of increased deskilling and deprofessionalization, teachers must have the opportunity to reclaim their profession as they conduct research, create new knowledge, and share their findings publicly.
Updated: Dec. 03, 2019