Teacher leadership. The "new" foundations of teacher education. A reader. Revised edition.

Sonst. Personen	Blair, Eleanor (Hrsg.)
Titel	Teacher leadership. The "new" foundations of teacher education. A reader. Revised edition.
Quelle	New York u.a.: Peter Lang (2016), xix, 239 S.Verfügbarkeit
Reihe	Counterpoints. 466
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-4331-2790-3; 978-1-4331-2790-8
Schlagwörter	Pädagogik; Kritische Pädagogik; Zukunftsorientierung; Führung; Führungsstil; Selbstbewusstsein; Beruf; Demokratie; Führung; Gerechtigkeit; Kooperation; Lehrer; Pädagogik; Partizipation; Professionalisierung; Schulreform; Selbstbewusstsein; Führungskraft; Lehrerkollegium; USA; Schulreform; Schulleiter; Führungsstil; Kritische Pädagogik; Unterstützung; Transformation; Schulleiter; Schulkultur; Lehrer; Lehrerausbildung; Lehrerkollegium; Schülerleistung; Gerechtigkeit; Demokratie; Partizipation; Transformation; Nachhaltige Entwicklung; Beruf; Professionalisierung; Kooperation; Unterstützung; Führungskraft; USA
Abstract	The topic [teacher leadership] has emerged as a major component of both state and national standards, and as such, it is included in most contemporary teacher education programs. Three decades of research have focused on teacher leadership as an essential element of school improvement, but its relationship to the potential transformation of the teaching profession remains unexplored. [This book] provides an overview of the scholarship being done in the field and a framework for questions and discussions regarding the sustainability of teacher leadership efforts. In this [revised] edition, each of the five sections is accompanied by an introduction and reflection questions on the various issues related to teachers acting as leaders in classrooms, schools and communities. The book opens with a completely new section that presents scholarship related to teacher leadership and social justice, where the role of ideology in the work of teacher leaders is considered. This book [...] is a [...] tool for guiding dialogue regarding the various facets of teacher leadership and its impact on school culture, student learning and professional learning communities within the context of twenty-first century school reform. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/2