Collaborative Professional Development for Distributed Teacher Leadership towards School Change

Autor/inn/en	Sales, Auxiliadora; Moliner, Lidón; Francisco Amat, Andrea
Titel	Collaborative Professional Development for Distributed Teacher Leadership towards School Change
Quelle	In: School Leadership & Management, 37 (2017) 3, S.254-266 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2016.1209176
Schlagwörter	Faculty Development; School Restructuring; Theory Practice Relationship; School Culture; Instructional Leadership; Capacity Building; Seminars; Elementary School Teachers; Secondary School Teachers; College Faculty; Focus Groups; Leadership Training; Teacher Attitudes; Teacher Collaboration; Foreign Countries; Teacher Empowerment; Case Studies; Spain + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Theorie-Praxis-Beziehung; Schulkultur; Schulleben; Instruction; Leadership; Bildung; Erziehung; Führung; Seminar; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fakultät; Führungslehre; Lehrerverhalten; Lehrerkooperation; Ausland; Case study; Fallstudie; Case Study; Spanien
Abstract	Professional development that aims to build school change capacity requires spaces for collaborative action and reflection. These spaces should promote learning and foster skills for distributed leadership in managing school change. The present study analyses the case of the Seminar for Critical Citizenship (SCC) established by teachers of infant, primary, secondary and higher education to experiment with and share innovative practices. A focus group was formed first to identify which factors SCC participants perceived as influencing the development of this leadership for change, and second, to verify whether the SCC offers a space where the development of distributed leadership is promoted. We find that while it enables a network for collaboration, egalitarian dialogue and empowerment, certain tensions persist between theory and practice, and in attitudes towards innovation and school culture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01