KFU. Card publication. Teacher Leadership in the Classroom

KAZAN
FEDERAL UNIVERSITY

- RUS
- 中文
- ES

TEACHER LEADERSHIP IN THE CLASSROOM

Form of presentation

International monographs

Year of publication

2023

Язык

русский

Authors, employees of KFU

Baklashova Tatyana Aleksandrovna, author

Bibliographic description in the original language

Baklashova, T., McMahon, M., Valeeva, R. (2023). Teacher Leadership in the Classroom. In: The Palgrave Handbook of Teacher Education Research . Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-59533-3_23-1

Annotation

Teachers exhibit and exercise leadership in their professional practice, explicitly and implicitly, and this became even more acute during the global pandemic. Teacher leadership is however not a new phenomenon, and over the past 20 years there have been efforts to describe and typologize it. Terms such as teacher leadership, teachers-leaders, leadership for learning, and learning leaders have been set out in professional standards for teaching, though the translation from policy into practice varies across education systems and contexts. If leadership expectations have intensified, then the question arises of when and where should learning for leadership in education occur? In general, this has been associated with a model of positional leadership, so leadership learning and preparation is role related. Discourses of distributed leadership and empowerment in the teaching profession all point toward the need for leadership learning in initial teacher education as a foundation for teachers leading learning in their classrooms and wider school. This chapter discusses this, drawing on examples from Scotland and Russia where the authors are based, showing how this is being developed though undergraduate and postgraduate curricula. The chapter concludes by arguing if leadership is increasingly being seen as a teacher responsibility, then there is a counter responsibility to ensure new teachers are adequately prepared for the leadership they will enact and experience.

Keywords

Teacher leadership Professionalism Collaboration Empowerment

URL

https://doi.org/10.1007/978-3-030-59533-3_23-1

Please use this ID to quote from or refer to the card

https://repository.kpfu.ru/eng/?p_id=275665&p_lang=2

Full metadata record

Field DC	Value	Language
dc.contributor.author	Baklashova Tatyana Aleksandrovna	ru_RU
dc.date.accessioned	2023-01-01T00:00:00Z	ru_RU
dc.date.available	2023-01-01T00:00:00Z	ru_RU
dc.date.issued	2023	ru_RU
dc.identifier.citation	Baklashova, T., McMahon, M., Valeeva, R. (2023). Teacher Leadership in the Classroom. In: The Palgrave Handbook of Teacher Education Research . Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-59533-3_23-1	ru_RU
dc.identifier.uri	https://repository.kpfu.ru/eng/?p_id=275665&p_lang=2	ru_RU
dc.description.abstract	Teachers exhibit and exercise leadership in their professional practice, explicitly and implicitly, and this became even more acute during the global pandemic. Teacher leadership is however not a new phenomenon, and over the past 20 years there have been efforts to describe and typologize it. Terms such as teacher leadership, teachers-leaders, leadership for learning, and learning leaders have been set out in professional standards for teaching, though the translation from policy into practice varies across education systems and contexts. If leadership expectations have intensified, then the question arises of when and where should learning for leadership in education occur? In general, this has been associated with a model of positional leadership, so leadership learning and preparation is role related. Discourses of distributed leadership and empowerment in the teaching profession all point toward the need for leadership learning in initial teacher education as a foundation for teachers leading learning in their classrooms and wider school. This chapter discusses this, drawing on examples from Scotland and Russia where the authors are based, showing how this is being developed though undergraduate and postgraduate curricula. The chapter concludes by arguing if leadership is increasingly being seen as a teacher responsibility, then there is a counter responsibility to ensure new teachers are adequately prepared for the leadership they will enact and experience.	ru_RU
dc.language.iso	ru	ru_RU
dc.subject		ru_RU
dc.title	Teacher Leadership in the Classroom	ru_RU
dc.type	International monographs	ru_RU