Middle Leaders' Facilitation of Teacher Learning in Collaborative Teams

Autor/inn/en	Lipscombe, Kylie; Buckley-Walker, Kellie; Tindall-Ford, Sharon
Titel	Middle Leaders' Facilitation of Teacher Learning in Collaborative Teams
Quelle	In: School Leadership & Management, 43 (2023) 3, S.301-321 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lipscombe, Kylie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2023.2215803
Schlagwörter	Middle Management; Teacher Administrator Relationship; Team Teaching; Instructional Leadership; Educational Improvement; Leadership Role; Case Studies; Decision Making; Dialogs (Language); Foreign Countries; Elementary School Teachers; Administrator Attitudes; Australia + Suchen Sie Ihr Suchwort? Mittlere Führungskraft; Teamteaching; Instruction; Leadership; Bildung; Erziehung; Führung; Teaching improvement; Unterrichtsentwicklung; Case study; Fallstudie; Case Study; Decision-making; Entscheidungsfindung; Dialog; Dialogs; Dialogue; Dialogues; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Australien
Abstract	There is an increased focus on schools and school systems to develop teaching teams to improve school teaching and learning practices. As such, effectual school leadership has become synonymous with creating the conditions for teachers to work collaboratively to improve school teaching and learning. Middle leaders, teachers who are formally appointed to a leadership role, operate between senior leaders and teachers, are often responsible for leading teacher teams and facilitating the communicative space so that collaboration leads to positive outcomes for teacher practice and student learning. However, there is a lack of conceptual understanding of the micro-processes middle leaders enact when facilitating teacher teams and how facilitation impacts new or different teaching and collaborative practices. Drawing on the theory of practice architecture, we interrogate data from interviews, observations, and artefacts in three case study schools in Australia, to understand facilitation through the modes of action (doings), forms of understandings (sayings), and ways in which participants relate to one another and the world (relatings). Analysis of data revealed middle leader facilitation is consequential to how teacher team operate and that six ecologies of facilitation practices are typically enacted by middle leaders: procedural management, regulating interactions, expert guidance, purposeful dialogue, decision-making, and social-emotional support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01