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首页> 外文期刊>The journal of environmental education >Primary school teachers and outdoor education: Varying levels of teacher leadership in informal networks of peers
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Primary school teachers and outdoor education: Varying levels of teacher leadership in informal networks of peers

机译：小学教师和户外教育：在同龄人非正式网络中教师领导水平的变化

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摘要

The study concentrated on an area in Greece with a multiplicity of sites for outdoor education. Informal networks of teachers were "detected" through a snowball technique and data were collected by means of a questionnaire and semi-structured interviews. A typology was first enriched to account for teacher interaction. This typology was then operationalized to assess teacher leadership in outdoor education. Participants were classified in three clusters; namely, "strugglers," "domesticators," and "succeeders". Leadership covariated with ability to overcome obstacles, master "affordances" of destinations, and focus on on-site instruction. Peer interaction offered opportunities for reflection. Leadership categories revealed a transient character, Which implied that peer interaction might facilitate empowerment. However, there were indications of protecting existing practice against innovation. Implications for leadership development are discussed.
机译：该研究集中在希腊的一个户外教育场所众多的地区。通过滚雪球技术“发现”了教师的非正式网络，并通过问卷调查和半结构化访谈收集了数据。首先丰富了一种类型，以说明教师之间的互动。然后将这种类型进行操作，以评估户外教育中的教师领导能力。参加者分为三类。即“奋斗者”，“驯养者”和“继任者”。领导能力与克服障碍，掌握目的地的“能力”以及专注于现场指导的能力成正比。同行互动为反思提供了机会。领导力类别显示出短暂的特征，这意味着同伴互动可能会促进赋权。但是，有迹象表明可以保护现有实践以免创新。讨论了对领导力发展的影响。

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