This book focuses on two questions: what learning arrangements are effective in supporting teachers in developing their leadership qualities? And to what extent and under what conditions can development of the leadership qualities impact practices in school?
Based on an analysis of trends and developments in post-initial teacher education, three possible learning arrangements for developing teacher leadership are identified, a school-centered arrangement (in an academic development school), an institutional-centered arrangement (through a formal university-driven Master's program), and a partnership arrangement (through a partnership-driven Master's program).
These three arrangement are the context for three empirical case studies which show the impact of the learning arrangements on leadership qualities of teachers and the impact on working practices and leadership practices in schools. In the analysis of the case studies, theories on transfer and boundary crossing are used. The case studies show that introducing and strengthening teacher leadership in schools requires learning arrangements that combine a focus on individual professional development and on school development. Learning arrangements like a Master's program can be considered as boundary zones, linking the school context and university context. In such a boundary zone, contexts are created in which Master's students, their head teachers from the school and teachers from the university are engaged in a meaningful dialogue on providing the best possible learning context for pupils.
If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library, or send a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible.