An Ethic of Democratic, Curriculum-Based Teacher Leadership

Autor/inn/en	Castner, Daniel J.; Schneider, Jennifer L.; Henderson, James G.
Titel	An Ethic of Democratic, Curriculum-Based Teacher Leadership
Quelle	In: Leadership and Policy in Schools, 16 (2017) 2, S.328-356 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
Schlagwörter	Teacher Leadership; Democratic Values; Ethics; Educational Policy; Educational Opportunities; Barriers; Neoliberalism; Instructional Leadership; Curriculum Evaluation; Criticism; General Education; Inquiry; Holistic Approach; Learning Strategies; Teaching Methods; Educational Practices; Higher Education; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Lehrerfunktionsstelle; Ethik; Politics of education; Bildungspolitik; Bildungsangebot; Bildungschance; Neo-liberalism; Neoliberalismus; Instruction; Leadership; Bildung; Erziehung; Führung; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Kritik; Allgemein bildendes Schulwesen; Allgemeinbildung; Holistischer Ansatz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	This article opens with an overview of the current policy interest in "teacher leadership" with its particular challenges and opportunities. Teacher-leader interpretations based on standardized instructional management platforms grounded in neoliberalism are critically challenged. The referent for this critical questioning is a normative vision of teachers working as lead professionals for democratic ways of living. Eight key concepts guiding the collegial enactment of this vision are introduced, and the article concludes with the recognition that this understanding of teacher leadership is informed by a fluid, holistic hermeneutics that stands in contrast to value-neutral forms of technical rationality and dogmatic ideologies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01