Becoming a Teacher Leader: Capital Acquisition and Accumulation

Autor/inn/en	Qian, Haiyan; Walker, Allan
Titel	Becoming a Teacher Leader: Capital Acquisition and Accumulation
Quelle	In: Cambridge Journal of Education, 52 (2022) 6, S.691-714 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Qian, Haiyan) ORCID (Walker, Allan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2022.2047891
Schlagwörter	Teacher Leadership; Foreign Countries; Expertise; Human Capital; Social Capital; Teaching Experience; Beginning Teachers; Experienced Teachers; Status; China (Shanghai) + Suchen Sie Ihr Suchwort? Lehrerfunktionsstelle; Ausland; Expert appraisal; Humankapital; Sozialkapital; Junior teacher; Junglehrer
Abstract	As an acknowledged example of a carefully structured teacher learning system, Shanghai has a long tradition of using expert teachers to drive teacher learning both within and across schools. This article tracks the work voyages of eight expert teachers in Shanghai using three forms of capital. The purpose of the paper is to explore how these teachers obtained and accumulated their human, social and symbolic capital from when they entered the profession as novice teachers to their present standing as influential expert teachers. The article identifies the significant people and critical events that facilitated capital accumulation throughout their professional voyages. Conditions conducive for teacher leaders to emerge and exert leadership are unravelled and delineated. These conditions include a centralised and policy-driven structure and the dominant societal culture with high regard for education and seniority. More research is needed to know if the study's findings hold currency across different contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01