协作团队中中层领导对教师学习的促进作用

IF 2.8 Q1 EDUCATION & EDUCATIONAL RESEARCH
Kylie Lipscombe, Kellie Buckley-Walker, Sharon K Tindall-Ford
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引用次数: 1

摘要

学校和学校系统越来越重视培养教学团队,以改善学校的教学实践。因此,有效的学校领导已经成为创造条件,使教师协同工作,以改善学校的教学和学习的代名词。中层领导,即被正式任命为领导角色的教师,在高级领导和教师之间发挥作用,通常负责领导教师团队,促进交流空间,以便合作为教师实践和学生学习带来积极的结果。然而,对于中层领导在促进教师团队时制定的微过程以及促进如何影响新的或不同的教学和协作实践,缺乏概念性的理解。根据实践建筑理论,我们从澳大利亚的三所案例研究学校的采访、观察和人工制品中提取数据,通过行动模式(行为)、理解形式(说法)以及参与者相互联系和与世界联系的方式(关系)来理解促进。数据分析表明,中层领导的促进对教师团队的运作有重要影响,并且通常由中层领导制定的促进实践有六个生态:程序性管理、规范互动、专家指导、有目的的对话、决策和社会情感支持。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Middle leaders’ facilitation of teacher learning in collaborative teams
ABSTRACT There is an increased focus on schools and school systems to develop teaching teams to improve school teaching and learning practices. As such, effectual school leadership has become synonymous with creating the conditions for teachers to work collaboratively to improve school teaching and learning. Middle leaders, teachers who are formally appointed to a leadership role, operate between senior leaders and teachers, are often responsible for leading teacher teams and facilitating the communicative space so that collaboration leads to positive outcomes for teacher practice and student learning. However, there is a lack of conceptual understanding of the micro-processes middle leaders enact when facilitating teacher teams and how facilitation impacts new or different teaching and collaborative practices. Drawing on the theory of practice architecture, we interrogate data from interviews, observations, and artefacts in three case study schools in Australia, to understand facilitation through the modes of action (doings), forms of understandings (sayings), and ways in which participants relate to one another and the world (relatings). Analysis of data revealed middle leader facilitation is consequential to how teacher team operate and that six ecologies of facilitation practices are typically enacted by middle leaders: procedural management, regulating interactions, expert guidance, purposeful dialogue, decision-making, and social-emotional support.
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来源期刊
School Leadership & Management
School Leadership & Management EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.20
自引率
9.60%
发文量
25
期刊介绍: School Leadership & Management welcomes articles on all aspects of educational leadership and management. As a highly cited and internationally known SCOPUS journal, School Leadership and Management is fundamentally concerned with issues of leadership and management in classrooms, schools, and school systems. School Leadership & Management particularly welcomes articles that contribute to the field in the following ways: Scholarly articles that draw upon empirical evidence to provide new insights into leadership and management practices; Scholarly articles that explore alternative, critical, and re-conceptualised views of school leadership and management; Scholarly articles that provide state of the art reviews within an national or international context; Scholarly articles reporting new empirical findings that make an original contribution to the field; Scholarly articles that make a theoretical contribution which extends and deepens our understanding of the key issues associated with leadership, management, and the direct relationship with organisational change and improvement; Scholarly articles that focus primarily upon leadership and management issues but are aimed at academic, policymaking and practitioner audiences; Contributions from policymakers and practitioners, where there is a clear leadership and management focus. School Leadership & Management particularly welcomes: •articles that explore alternative, critical and re-conceptualised views of school leadership and management •articles that are written for academics but are aimed at both a practitioner and academic audience •contributions from practitioners, provided that the relationship between theory and practice is made explicit.
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