Leading Practice Development: Voices from the Middle

Autor/inn/en	Grootenboer, Peter; Edwards-Groves, Christine; Rönnerman, Karin
Titel	Leading Practice Development: Voices from the Middle
Quelle	In: Professional Development in Education, 41 (2015) 3, S.508-526 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2014.924985
Schlagwörter	Instructional Leadership; Teacher Leadership; Teacher Responsibility; Teacher Attitudes; Elementary School Teachers; Preschool Teachers; Foreign Countries; Faculty Development; Leadership Styles; Middle Management; Semi Structured Interviews; Leadership Responsibility; Cooperation; Communication Strategies; Interpersonal Relationship; Australia; Sweden + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Lehrerfunktionsstelle; Lehrverpflichtung; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ausland; Führungsstil; Mittlere Führungskraft; Co-operation; Kooperation; Kommunikationsstrategie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Australien; Schweden
Abstract	Leadership has long been acknowledged as a significant dimension in effective school functioning and, indeed, school leaders can play a substantial role in professional development of staff. Here we have centred on the "practices of leading" as opposed to the qualities or characteristics of leaders, and this is emphasised by our use of the term "leading" rather than "leadership". In this article we explicitly focus on the leading practices of practitioners we describe as "middle leaders", those with an acknowledged position of leadership but also a significant teaching role. Here we present data from a cross-national study of middle leaders in Australian primary schools and Swedish pre-schools that investigates the leading practices of middle leaders in educational contexts. The article draws on interviews with 22 teachers who have been given the responsibility for leading the practice development of their colleagues; these interviews give voice to this distinctive group of school leaders. In particular, the article draws on the theory of practice architectures to examine the social nature of the language, activities and relationships of leading "in the middle", and the particular conditions or practice architectures that enable or constrain the development of middle leading practices in education. From this analysis we conclude with a definition of middle leading that includes positional, philosophical and practice dimensions. This could then be used to inform the domains of higher education, policy development and school education globally where middle leading practices are well established. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01