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The role of leadership preparation in teacher leaders' formation of critical consciousness and enactment of critical teacher leadership.

机译：领导准备在教师领导的批判意识的形成和批判性教师领导的制定中的作用。

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摘要

Research has shown that teachers feel alienated by conventional constructions of school leadership, and therefore, seek leadership opportunities that are collaborative; teachers are also more likely to become teacher leaders in environments where they feel appreciated and believe in the direction of current leadership structures and philosophy at their schools (Lambert, 2003). Conversely, it is possible that teachers who feel unsatisfied may seek teacher leadership opportunities in order to alter the current direction of the school or even the education system as a whole. Such teacher leaders are considered critical and work for a more equitable and just educational system. But whether critical teacher leaders exist and the nature of such leadership is yet to be determined. For these reasons, it is important to further study the critical nature of teacher leadership. Data was gathered for this study using critical qualitative methodology, a theoretical approach grounded in critical theory (Carspecken, 1996). Three data sources were collected for this study. First, participants were observed in four of the educational leadership courses. Second, assignments from three of the participants' educational leadership courses were collected as a check to determine if their written work reflected the ideas they expressed during class. Third, four key informants were interviewed three times to discover how class meetings and assignments affected individual teachers. Findings indicated that the formation of critical consciousness rests in course content, and professor and class member interactions. Not only do teacher leaders need to be exposed to readings that probe them to think critically, but they also need safe and collaborative opportunities to challenge their own and each other's thinking within courses. The preparatory experiences of teacher leaders affect their conception of teacher leadership as well as how they enact teacher leadership in their schools.
机译：研究表明，教师对学校领导的传统结构感到疏远，因此寻求协作的领导机会。在他们感到欣赏并相信学校当前的领导结构和哲学方向的环境中，教师也更有可能成为教师领导者（Lambert，2003）。相反，感到不满意的老师可能会寻求老师的领导机会，以改变学校乃至整个教育系统的当前方向。这样的教师领导者被认为是至关重要的，他们致力于建立一个更加公平和公正的教育体系。但是，是否存在重要的教师领导者以及这种领导者的性质尚待确定。由于这些原因，重要的是进一步研究教师领导的批判性。本研究使用批判性定性方法收集了用于该研究的数据，这是一种基于批判性理论的理论方法（Carspecken，1996）。这项研究收集了三个数据源。首先，在四个教育领导力课程中观察了参与者。其次，从参与者的三个教育领导力课程中收集的作业作为检查，以确定他们的书面作品是否反映了他们在课堂上表达的想法。第三，对四位主要信息提供者进行了三次访谈，以了解班级会议和作业对个别教师的影响。研究结果表明，批判意识的形成取决于课程内容以及教授与班级成员之间的互动。不仅需要让教师领导者接触阅读的内容，以探究他们进行批判性思考，而且他们还需要安全和协作的机会来在课程中挑战自己和彼此的思想。教师领导者的准备经历会影响他们对教师领导力的概念，以及他们在学校中如何制定教师领导力。

著录项

  • 作者

    Bradley-Levine, Jill.;

  • 作者单位

    Indiana University.;

  • 授予单位 Indiana University.;
  • 学科 Education Administration.
  • 学位 Ph.D.
  • 年度 2008
  • 页码 204 p.
  • 总页数 204
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;
  • 关键词

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