The Place of Leadership Development for Change Agency in Teacher Education Curricula for Diversity

Forde, Christine; Dickson, Beth

doi:10.1007/978-3-319-54389-5_7

Cited by 9 publications

(18 citation statements)

References 40 publications

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“…Timperley (2005) argued that in educational practices expertise is mostly situated in people without formal leadership roles. Hence, teacher expertise is not coherent with leadership structures and to address this problem she recognizes a need for 'boundary spanners', capable of tackling both 'critical externalities' and 'schooling internalities' (see also Forde & Dickson, 2017). In the conceptualization of the organizational model presented here, this role was assigned to project leaders, since they moved and mediated transfer of information between school practitioners and steering groups.…”

Section: Discussionmentioning

confidence: 99%

The Inclusion of a Student Voice in Teacher Professional Learning to Create Relevance in Science Education

Jidesjö¹

2021

SER

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Students' perceptions of a lack of relevance in science and technology (S&T) education have been reported in research and policies for a long time. In many countries this is a problem that is not decreasing despite numerous measures to address it. In the study presented here a new approach to the problem was developed and empirically tested. The study targets the theoretical development of "teacher professional learning". Key elements of the approach include distributed leadership with adaptive expertise, boundary spanners to relate leadership structures to student learning, and facilitators to initiate such work. Five Swedish municipalities were involved in this approach, from a model where 10 core concepts were adapted to the Swedish educational context and incorporated in a professional learning model. The model suggests including two initial steps to create a professional learning cycle, e.g. students' and teachers' needs together with leadership structures. The empirical evidence comes from pre-studies investigating these two initial steps with a qualitative research design. The results are compiled in five themes showing that learners, teachers and school leaders perceive S&T education to be 'special' and describe progression, organization and beneficial changes. Facilitators were found to be important and organizational relationships were described and discussed. Differences in the nature of the relevance problem between students and their teachers and in different parts of the educational system were also identified, which have consequences for the progression in a professional learning cycle. This is discussed and pointed out as important for future research. Overall, the results indicate that published notions regarding teacher professional learning and students' perceptions of S&T education, can be combined to formulate a robust new approach to address the relevance problem.

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Section: Discussionmentioning

confidence: 99%

The Inclusion of a Student Voice in Teacher Professional Learning to Create Relevance in Science Education

Jidesjö¹

2021

SER

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“…Teacher leadership is viewed as a day-to-day activity, more than simply a prescription of a formal role, practiced within an interaction of teacher leader and colleagues (Struyve, Hannes, Meredith, Vandecandelaere, Gielen, & De Fraine, 2018). Furthermore, the activity is aimed at school or classroom change, when teacher is seen as an active agent for school change and improvement (Forde & Dickson, 2017). Authors state that there was a shift in a paradigm of leadership from treating it as an exceptional superiority of individual leaders to the collective con-joint action, were power is exercised in different ways, depending on a context of organization (Forde & Dickson, 2017).…”

Section: Literature Review: Attributes Of Teacher Leadership Conceptmentioning

confidence: 99%

“…Furthermore, the activity is aimed at school or classroom change, when teacher is seen as an active agent for school change and improvement (Forde & Dickson, 2017). Authors state that there was a shift in a paradigm of leadership from treating it as an exceptional superiority of individual leaders to the collective con-joint action, were power is exercised in different ways, depending on a context of organization (Forde & Dickson, 2017). In addition, authors underline the reciprocal nature of the teacher leadership action, the interdependence between leaders and their followers.…”

Section: Literature Review: Attributes Of Teacher Leadership Conceptmentioning

confidence: 99%

Exploring the Literature on Concepts of Teacher Leadership and Teacher-Leader: Is There a Difference?

Jurgilė

Пономаренко

Kaminskienė

et al. 2020

SIE

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The purpose of the current paper is to explore the concepts of “teacher leadership” and “teacher-leader”. The current article highlights and compares the usage of the two concepts, explores the new perspectives for determination of teacher leadership within school environment. It draws from literature on teacher leadership and on-the-job leadership development to explore insights and issues on teacher leadership development, and it presents cases for theoretical determination of both concepts. The concept analysis method was implemented in order to collect the recent literature and explore the concepts of “teacher leadership” and “teacher-leader”. The novelty of the current research is the definition of peculiarities in usage of both terms. The results indicate that the concept of teacher leadership is regarded as a process and activity, while the concept of teacher-leader is mostly regarded as a component of teacher’s professional identity. The article concludes with implications for further theoretical research on teacher leadership.

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“…This presents as a challenge, as leadership education is seen, by many, to pertain only to the post-qualification level: 'Many early career teachers … had very little awareness of leadership expectations and pathways' (Donaldson 2011, p. 58). A focus upon leadership education within ITE has the potential to impact in a wide range of ways such as promoting teacher agency and advocacy; constructing professional identities; building collaborative skills and self-efficacy; and fostering a sense of active participation within schools (Forde and Dickson 2017). However, the extent to which this has been realised in Scottish education is limited (ibid.).…”

Section: What's In a Name? The Forms That 'Leadership At All Levels' mentioning

confidence: 99%

Interrogating the concept of ‘leadership at all levels’: a Scottish perspective

Mowat

McMahon

2018

Professional Development in Education

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Interrogating the concept of 'leadership at all levels' : a Scottish perspective The concept of 'leadership at all levels' has gained currency in Scottish education in recent years following the publication of 'Teaching Scotland's Future' (2010), a major review of teacher education focussing on teachers' initial preparation, their ongoing development and career progression. This paper traces the drivers of change that led to the recommendations in the review and subsequent developments and interrogates the concept through examination of the policy context. The paper argues that, whilst there have been many positive developments in advancing leadership and leadership education in Scotland, the concept of 'leadership at all levels' is problematic and there are many tensions which need to be addressed. In particular, the paper examines the tension between systems-led leadership development and that which focuses on the professional development of the individual, commensurate with the stage of their career, and argues that models that are more fluid and flexible allowing movement in, across and through the system are required. leadership at all levels; leadership development; systems leadership; distributed leadership; power relations; equity

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The Place of Leadership Development for Change Agency in Teacher Education Curricula for Diversity

Cited by 9 publications

References 40 publications

The Inclusion of a Student Voice in Teacher Professional Learning to Create Relevance in Science Education

The Inclusion of a Student Voice in Teacher Professional Learning to Create Relevance in Science Education

Exploring the Literature on Concepts of Teacher Leadership and Teacher-Leader: Is There a Difference?

Interrogating the concept of ‘leadership at all levels’: a Scottish perspective

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