The Semiformality of Teacher Leadership on the Edge of Chaos

Autor/in	Margolis, Jason
Titel	The Semiformality of Teacher Leadership on the Edge of Chaos
Quelle	In: Harvard Educational Review, 90 (2020) 3, S.397-418 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	Teacher Leadership; Teacher Role; Faculty Development; Power Structure; Leadership Styles; Change Strategies; Leadership Responsibility + Suchen Sie Ihr Suchwort? Lehrerfunktionsstelle; Lehrerrolle; Führungsstil; Lösungsstrategie
Abstract	In this article, Jason Margolis draws from complexity theory to explore the twenty-year negotiation between formal and informal teacher leadership in research and practice, making the case that there has been a drift toward a conception of semiformal teacher leadership in the field. Through both theory and examples, he illustrates how semiformal teacher leadership has the potential to afford school systems and educators both information and processors of information they likely would not otherwise have. Teacher leaders, in roles that are neither inflexible or ill-defined, can carve out intentional spaces on the edge of chaos to promote professional learning and communication in ways that solely school teachers or solely school leaders may not. In these spaces, productive complexity, agency, and systemic learning can coevolve. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01