Conceptualizations of Teacher-Leadership in Colombia: Evidence from Policies

Autor/in	Pineda-Báez, Clelia
Titel	Conceptualizations of Teacher-Leadership in Colombia: Evidence from Policies
Quelle	In: Research in Educational Administration & Leadership, 6 (2021) 1, S.92-125 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Pineda-Báez, Clelia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2564-7261
Schlagwörter	Teacher Leadership; Teacher Role; Educational Policy; Educational Improvement; Teacher Selection; Teacher Recruitment; Teacher Evaluation; Public School Teachers; Elementary Secondary Education; School Effectiveness; School Administration; Teacher Education; Student Diversity; Cultural Awareness; Conflict Resolution; Foreign Countries; Colombia + Suchen Sie Ihr Suchwort? Lehrerfunktionsstelle; Lehrerrolle; Politics of education; Bildungspolitik; Teaching improvement; Unterrichtsentwicklung; Lehrerrekrutierung; Teacher appraisal; Lehrerbeurteilung; Schuleffizienz; Lehrerausbildung; Lehrerbildung; Cultural identity; Kulturelle Identität; Conflict solving; Konfliktlösung; Konfliktregelung; Ausland; Kolumbien
Abstract	This study sought to examine the conceptualization of teacher leadership in official education policies in Colombia with the aim of expanding the notion of this concept and providing information on the qualification of teachers in similar contexts. Content analysis was used to analyze documents focused on the recruitment, selection, and evaluation of teachers. The findings show that the concept of teacher leadership is nonexistent in Colombia and that the documents conceptualize leadership in terms of hierarchical figures, leaving aside the role of teachers in school improvement. However, traces of teacher leadership are found in connection to pedagogical leadership, promotion of a culture of evaluation, peacebuilding, and awareness of diversity. The study highlights the need to promote the image of the teacher as a leader and to improve the quality of initial and in-service preparation programs. (As Provided).
Anmerkungen	EARDA Turkish Educational Administration Research & Development Association. Dokuz Eylul University, Buca Faculty of Education, Izmir, Turkey 35150. e-mail: eyedderinfo@gmail.com; Web site: https://dergipark.org.tr/en/pub/real
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01