Sliding the Doors: Locking and Unlocking Possibilities for Teacher Leadership.
Sliding the Doors: Locking and Unlocking Possibilities for Teacher Leadership.
复制标题
滑动门：锁定和解锁教师领导力的可能性。
DOI：
10.1111/0161-4681.00077
复制
发表时间：
2000
影响因子：
1
通讯作者：
J. Nolan
中科院分区：
文献类型：
--
作者：
D. Silva;B. Gimbert;J. Nolan
本案例研究描述了三位教师领导者的经验，他们试图从课堂内部领导。访谈和传记数据收集和分析的情况下和跨案件。这些案例分别描述了教师领导者的经历，这些案例共同帮助我们定义了教师领导沿着的组成部分以及教师领导者面临的障碍和促进因素。这些分析的结果确定了以下主张：教师领导者导航学校的结构，教师领导者培养的关系，教师领导者模型的专业成长，教师领导者帮助他人的变化，教师领导者挑战现状，提高儿童的声音。这些主张表明，需要重新思考组织结构，抑制以及促进教师领导从课堂内。
This case study describes the experience of three teacher leaders who attempt to lead from within their classroom. Interview and biographical data were collected and analyzed both within case and across cases. The cases individually describe the experiences of teacher leaders and the cases collectively help us define the components of teacher leadership along with the barriers and facilitators that teacher leaders face. The results of these analyses identify the following assertions: teacher leaders navigate the structures of schools, teacher leaders nurture relationships, teacher leaders model professional growth, teacher leaders help others with change, and teacher leaders challenge the status quo by raising children's voices. These assertions suggest the need for rethinking organizational structures that inhibit as well as facilitate teacher leadership from within the classroom.