寻找中层影响:中层领导如何支持教师的专业学习

IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jianjing Tang, Darren A. Bryant, Allan David Walker
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引用次数: 0

摘要

摘要背景中层领导对教师的学习有积极的影响,部分原因是他们离教室比较近。然而,为了最大限度地发挥这种潜力,需要更多地了解以教学为导向的中层领导与专业学习之间的复杂联系,特别是在非西方背景下。摘要目的本研究以中国为研究对象,探讨中等领导,特别是教研组领导,如何运用其教学领导作用影响教师学习和培养教师能力。方法采用定性、多病例设计。参加者包括6名副校长、18名教务组组长及24名任课教师。数据收集以半结构化访谈、观察和实地记录的形式,在中国的六所学校进行了四个多月的收集。数据分析包括参与者叙述的综合,以确定中层领导如何通过他们的教学领导理解和促进教师学习。结果分析允许主题和子主题出现,建议领导实践的四个领域:(i)培养教师工作嵌入式学习,(ii)创造有利于教师学习的氛围,(iii)让教师参与校本行动研究,(iv)调动外部资源来发展教师。由此,我们创建了一个早期的概念模型,描述了中层领导如何将他们的教学领导作为影响的主要途径,以及他们如何强调关系纽带和组织结构来刺激教师学习。研究结果提供了对中国背景下中层领导的见解,对教师学习的中层领导核心实践提出了看法,并引起了对其他国际背景下相关教师发展实践的关注。挖掘中间领导的潜力,支持教师的专业学习,可以促进学校更广泛的改善,最终使所有学习者受益。关键词:中层领导、教学领导、教师学习、专业发展、学校改进、学校结构披露声明作者未发现潜在利益冲突。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
In search of the middle influence: how middle leaders support teachers’ professional learning
ABSTRACTBackground Middle leaders are well placed to exert a positive influence on teacher learning, due in part to their proximity to the classroom. However, to maximise that potential, more needs to be understood about the complex connections between instruction-oriented middle leadership and professional learning, particularly in non-Western contexts.Purpose This study, undertaken in a Chinese context, investigated how middle leaders, specifically those who headed teaching-research groups (TRGs), enacted their instructional leadership to influence teacher learning and build teacher capacity.Method A qualitative, multi-case design was employed. Participants included 6 vice-principals, 18 TRG heads and 24 classroom teachers. Data collection, in the form of semi-structured interviews, observations, and field notes, was conducted over four months in six schools in China. Data analysis involved the synthesis of participant narratives to identify how middle leaders made sense of, and promoted, teacher learning through their instructional leadership.Findings Analysis allowed themes and sub-themes to emerge, suggesting four domains of leadership practice: (i) nurturing teacher job-embedded learning, (ii) creating a climate conducive to teacher learning, (iii) engaging teachers in school-based action research and (iv) mobilising external resources to develop teachers. From this, an early-stage conceptual model was created, describing how middle leaders used their instructional leadership as a primary pathway of influence, and how they emphasised relational bonds and organisational structure to stimulate teacher learning.Conclusion The findings provide insights into middle leadership in the Chinese context, yielding a view into core practices of middle leadership for teacher learning, and drawing attention to teacher development practices that are relevant in other contexts internationally. Tapping into the potential of the middle leader to support teachers’ professional learning can contribute to wider school improvement, ultimately benefitting all learners.KEYWORDS: Middle leadershipinstructional leadershipteacher learningprofessional developmentschool improvementschool structure Disclosure statementNo potential conflict of interest was reported by the author(s).
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来源期刊
Educational Research
Educational Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.00
自引率
2.90%
发文量
0
期刊介绍: Educational Research, the journal of the National Foundation for Educational Research (NFER), was established in 1958. Drawing upon research projects in universities and research centres worldwide, it is the leading international forum for informed thinking on issues of contemporary concern in education. The journal is of interest to academics, researchers and those people concerned with mediating research findings to policy makers and practitioners. Educational Research has a broad scope and contains research studies, reviews of research, discussion pieces, short reports and book reviews in all areas of the education field.
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