Teacher leadership and teacher identity in turbulent times in Iraq

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
Mayamin Altae
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引用次数: 0

Abstract

This article addresses the professional challenges faced by teacher leaders in Iraq. The country is beginning to emerge from a period of political unrest and violent threats to personal safety. This has seriously affected the educational provision; nowhere more so than in Mosul, Iraq's third-largest city. The article examines three issues: how teacher-leaders describe and understand their empowerment to build inclusive education systems in the post-conflict city; how professional learning communities can support inclusive practices to optimise students’ learning and build community cohesion; and what role digital skills can play in the modernisation of an inclusive Iraqi curriculum. The naturalistic enquiry approach draws on interview data from two teachers, two headteachers and two inspectors; the latter work directly with the Iraqi Ministry of Education and local communities. The findings show that, as teacher leaders reframe their understanding of the role of educational leaders in the changing context of Iraq, they become better empowered to build sustainable learning communities. Digital skills are crucial in supporting learning within and beyond the school curriculum.
伊拉克动荡时期的教师领导力与教师身份
本文论述了伊拉克教师领导面临的职业挑战。该国正开始摆脱政治动荡和人身安全受到暴力威胁的时期。这严重影响了教育的提供;伊拉克第三大城市摩苏尔就是如此。文章探讨了三个问题:教师领导者如何描述和理解他们在冲突后城市建立包容性教育系统的能力;专业学习社区如何支持包容性实践,以优化学生的学习并建立社区凝聚力;以及数字技能在伊拉克包容性课程现代化中可以发挥什么作用。自然探究方法利用了来自两名教师、两名校长和两名检查员的访谈数据;后者直接与伊拉克教育部和当地社区合作。研究结果表明,随着教师领导者在伊拉克不断变化的背景下重新定义他们对教育领导者角色的理解,他们更有能力建立可持续的学习社区。数字技能对于支持学校课程内外的学习至关重要。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Management in Education
Management in Education Social Sciences-Education
CiteScore
3.00
自引率
7.70%
发文量
28
期刊介绍: Management in Education provides a forum for debate and discussion covering all aspects of educational management. We therefore welcome a range of articles from those dealing with day-to-day management to those related to national policy issues. Our peer review policy helps to enhance the range and quality of the articles accepted supporting those new to publication and those that are more expereienced authors. We publish research findings, opinion pieces and individual stories and our contributors come from all sectors of education.
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