Preparing teachers for reflexive leadership roles in schools

Mary Ryan*, Tony Loughland

*Corresponding author for this work

Research output: Contribution to journalArticle

Abstract

The study uses reflexive leadership as a framework for considering teacher professional learning across a network of schools. The paper explores professional learning strategies for eight next generation leaders, both for their own leadership learning and to build their repertoire of professional learning strategies. The study found that the emerging leaders understood the benefit of collaboration between the big schools and the need for focused teacher professional learning within their own schools. They also appreciated the synergy between the design of professional learning and the types of communication required to develop shared goals and actions in teacher professional learning teams.
Original languageEnglish
Number of pages14
JournalJournal of Education for Teaching
Volume46
Issue number5
DOIs
Publication statusE-pub ahead of print - 28 May 2020

Keywords

  • school leadership
  • reflexive leadership
  • collective teacher efficacy
  • professional learning
  • emerging school leaders

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