“Give each other grace”: using rehearsals to grow shared expertise in a community of teacher leaders
“Give each other grace”: using rehearsals to grow shared expertise in a community of teacher leaders
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“互相宽容”：通过排练在教师领导者群体中发展共享专业知识
DOI：
10.1080/13603124.2023.2218109
复制
发表时间：
2023
影响因子：
2.8
通讯作者：
Suarez, Nicole
中科院分区：
文献类型：
--
作者：
Vaughn, Meredith E.;Nickerson, Susan D.;Suarez, Nicole
以课堂为基础的教师领导者承担着各种各样的角色，包括成为有效教学的典范和支持他人改进教学。然而，一些教师可能不愿从事新颖的教学。在与34名经验丰富的教师在教师领导团契的最后一年合作时，我们制定了一项彩排活动，旨在共同制定支持沉默同事的原则。采用主题内容分析法，对排练剧本和后续讨论进行分析。我们考察了他们的排练揭示了他们对支持沉默寡言的同事的看法，以及如何利用排练为领导力实践积累知识。我们发现，有证据表明，通过编写脚本和丰富的讨论来考虑现实场景是支持新兴领导者的有用方法。教师领导利用他们的专业知识，共同制定了支持沉默寡言的同事的三项指导原则。我们重新设想了排练，以利用经验丰富的教师的知识，并确定了有效排练的四个组成部分，以建立网络专业知识。
Classroom-based teacher leaders assume a variety of roles including being a model of effective instruction and supporting others to improve instruction. However, some teachers may be reluctant to engage in novel pedagogies. In working with 34 experienced teachers in their final year of a teacher leadership fellowship, we developed a rehearsal activity toward the co-creation of principles for supporting reticent colleagues. Using thematic content analysis, we analyzed rehearsal scripts and subsequent discussion. We examined what their rehearsals revealed about their perspectives on supporting reticent colleagues and how rehearsals can be used to build knowledge for leadership practice. We found evidence that considering realistic scenarios through scripting and rich discussion was a useful approach for supporting emerging leaders. Teacher leaders drew on their expertise to collectively develop three guiding principles for supporting reticent colleagues. We re-envisioned rehearsals to leverage the knowledge of experienced teachers and identified four components of effective rehearsal for building networked expertise.
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影响因子：
--
作者：
Nickerson, S.D.;Vaughn, M.;Lamb, L.;Ross, D.;Philipp, R.A.;LaRochelle, R.A.;& Williams, K. S.
通讯作者：
& Williams, K. S.
肩并肩：为什么立场在教学辅导中很重要
影响因子：
2.8
作者：
Yang Hu;Jennifer A. Tuten
通讯作者：
Jennifer A. Tuten
进入内部排练
影响因子：
3.9
作者：
E. Kazemi;Hala Ghousseini;Adrian Cunard;Angela C. Turrou
通讯作者：
Angela C. Turrou
教师领导力与学生成绩之间的关联：荟萃分析
DOI：
--
发表时间：
2020
期刊：
影响因子：
--
作者：
Jianping Shen;Huang Wu;Patricia L. Reeves;Yunzheng Zheng;L. Ryan;Dustin Anderson
通讯作者：
Dustin Anderson
定义教师领导力
影响因子：
1.2
作者：
Rebecca Cheung;Thomas Reinhardt;E. Stone;J. Little
通讯作者：
J. Little