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Autor/inn/enAllen, David; Blythe, Tina
TitelAesthetics of Facilitation: Cultivating Teacher Leadership
QuelleIn: International Journal of Teacher Leadership, 9 (2018) 2, S.48-68 (21 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1934-9726
SchlagwörterAesthetics; Teacher Leadership; Guidelines; Teacher Attitudes; Metacognition; Reflection; Leadership Styles; Communities of Practice; Affective Behavior; Faculty Development
AbstractAs teacher learning groups become more prevalent as vehicles for instructional improvement and school change, skilled facilitation of such groups becomes increasingly important. Facilitation, as a core function of teacher leadership, is recognized as a demanding and complex practice. This study investigates how facilitators conceptualize facilitation practice. The authors interviewed 10 experienced facilitators of teacher groups. Drawing on theories of aesthetic leadership, they identified four dimensions of facilitation: affective awareness, embodied knowing, responsive design, and authentic engagement. Each dimension encompasses the facilitator's simultaneous outward, or other-directed, and inward, or self-reflective, orientations. The authors consider how this framework, and, in particular, greater emphasis on the inward orientation, may serve as a resource for critical self-reflection in the development of teacher leaders' facilitation practice. (As Provided).
AnmerkungenCalifornia State Polytechnic University, Pomona. 3801 W. Temple Avenue, Pomona, CA 91768. Tel: 909-869-3935; e-mail: ijtl@cpp.edu; Web site: https://www.cpp.edu/~ceis/education/international-journal-teacher-leadership/index.shtml
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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