Exploring Cross-Cultural Perspectives of Teacher Leadership among the Members of an International Research Team: A Phenomenographic Study

Autor/inn/en	Arden, Catherine; Okoko, Janet Mola
Titel	Exploring Cross-Cultural Perspectives of Teacher Leadership among the Members of an International Research Team: A Phenomenographic Study
Quelle	In: Research in Educational Administration & Leadership, 6 (2021) 1, S.51-90 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2564-7261
Schlagwörter	Teacher Leadership; Cross Cultural Studies; Phenomenology; College Faculty; International Cooperation; Teacher Attitudes; Professional Identity; Educational Environment; Foreign Countries; Epistemology; Social Change; Educational Change; Teacher Collaboration; Classification; Leadership Role; Politics of Education; Cultural Context; Australia; China; Canada; Tanzania; Colombia; Mexico; Romania; Spain; Turkey; South Africa + Suchen Sie Ihr Suchwort? Lehrerfunktionsstelle; Cultural comparison; Kulturvergleich; Phenomenological psychology; Phänomenologie; Psychologie; Fakultät; Internationale Kooperation; Internationale Zusammenarbeit; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Erkenntnistheorie; Sozialer Wandel; Bildungsreform; Lehrerkooperation; Classification system; Klassifikation; Klassifikationssystem; Educational policy; Bildungspolitik; Australien; Kanada; Tansania; Kolumbien; Mexiko; Rumänien; Spanien; Türkei; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper reports a phenomenographic study exploring diverse understandings and experiences of teacher leadership among 12 members of the International Study of Teacher Leadership research team comprised of 20 academics located in 10 countries. Mind mapping and semi-structured, online interviews were used to explore the ways that the participants related with the phenomenon of interest: 'teacher leadership'. Phenomenographic analysis of interview artefacts revealed nine qualitatively different conceptions of teacher leadership in the study's outcome space across three broad domains: A: The school, school community and formal education system; B: The teacher leader's professional self; C: The broader historical, socio-political and global contexts of teacher leadership. In addition to providing a 'touchstone' for the team's ongoing research, these findings serve as an experiential framework for thinking about teacher leadership, potentially encouraging more inclusive, more complete and richer understandings of the phenomenon. (As Provided).
Anmerkungen	EARDA Turkish Educational Administration Research & Development Association. Dokuz Eylul University, Buca Faculty of Education, Izmir, Turkey 35150. e-mail: eyedderinfo@gmail.com; Web site: https://dergipark.org.tr/en/pub/real
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01