教师授权:促进教师专业发展的策略

教师授权是实现教师专业发展的重要途径。它可以从意义、胜任感、影响力、自我决定四个方面予以界定。通过教师授权促进教师专业发展的策略,包括促进教师民主参与,进行授权评价,鼓励协同与创新,倡导变革型领导等几个方面。     

Staff perceptions of professional development and empowerment as long-term leadership tasks of school principals in South African schools: an exploratory study

This article reports on the perceptions of school staff of professional development and empowerment as part of the long-term leadership task of principals. The long-term leadership model was used as a theoretical framework to quantitatively determine the perceptions of 118 teachers and education managers in approximately 100 schools throughout South Africa. The findings indicated how principals perform, and indicated those aspects in need of attention in improving the quality of leadership relating to professional development and empowerment. A further finding was that there was a positive, and statistically significant, relationship between the respondents’ sense of empowerment and their perceptions of professional development.     

Bourdieu's misrecognition: why educational leadership standards will not reform schools or leadership

This article examines the concept of misrecognition as advanced by Pierre Bourdieu in the development and implementation of educational leadership standards in the USA and in England. The line of argument advanced is that leadership standards were promulgated as an agenda to control and dominate a contested field in both countries by certain individuals and agencies. The analysis proffers that the steps involved in the creation of national leadership standards will not lead to reform since they are embedded in reified current roles and practices. The net result explains why a nation's educational leadership standards cannot become excellent via standardisation, and why significant educational reform is highly unlikely as a result of the processes employed to construct and impose them on practitioners, universities, schools, and school systems.     

赋权予教师:教师专业发展中的教师领导

教师专业发展中的教师领导有两个方面的意义:一是领袖教师对其专业群体的引领;二是教师自主的专业发展。鼓励同侪协作,发挥优秀教师的示范-引领-辐射等作用固然重要,但教师的自主才是专业发展持续且有效的基础。在中国大陆,教师在职的专业发展受到行政部门的主导,骨干教师们在各种专业发展活动中发挥着重要作用,然而也呈现出精英化、等级制与工具性等特征。此外,由于处处受到行政干预,教师的专业发展充满着功利色彩、被迫与被动。我们认为,只有赋权予教师,留给教师自主发展的空间并提供更多选择,才能促成教师持续而有效的发展。教师领导的专业发展应成为教师专业发展的原则之一。     

论教师授权与教师专业发展

教师授权是教师专业发展的内在需求,对教师专业发展有着极其重要的作用。但是,当前的学校管理体制在教师授权方面还存在许多问题,主要体现在教师和学校两个方面。因此有必要从教师、学校管理者和学校氛围三方面探讨教师授权的策略。     

校本课程开发中教师增权之探

在我国新一轮基础教育课程改革中,校本课程的开发是一个薄弱环节,处于探索阶段,既没有强有力的理论基础支持,而且教师在课程开发中的专业自主权也没有得到相应支持与保障,因此教师增权之问题在校本课程开发中就显得非常重要。教师是校本课程开发的主体,教师增权在教师主体作用的发挥中起着重要作用。教师增权主要是专业自主权的增长,它涉及外部力量为教师专业发展提供足够的空间和教师自我增权两方面。     

领导方式的革命--对西方领导学中授权运动的思考

随着中西学术交流的深入，管理学在中国悄然兴起，西方管理学或领导学中的管理理念有许多理论可供我们借鉴。文章就管理学中的授权进行了简单总结与分析，指出授权的必要性、意义以及授权在现实中的两难困境，从而说明授权作为领导方式是一种全新的革命。     

Evolving policy paradigms of middle leadership in Scottish and Irish education: implications for middle leadership professional development

ABSTRACT

Middle leadership is a dynamic area of policy in Scottish and Irish education to build leadership capacity. This article reports on a critical policy analysis of sequential sets of Scottish and Irish policy on middle leadership to identify codes of meaning. Two aspects are reported: (1) constructions of the purposes of middle leadership and (2) key themes in changing policy paradigms. While there is a development of policy ideas from delegated tasks to management functions to leadership for learning, there is little on the practice of leading learning. The findings are reviewed to identify issues related to middle leadership professional development.     

The characteristics and perceptions of teachers engaged in leading professional communities

Following educational reform in Israel, teacher-leaders create and lead professional development communities (PDCs), which are professional learning communities with a focus on in-service professional development and/or improving pedagogical effectiveness. Interviews with 30 teacher-leaders and all four district-level program coordinators revealed that, prior to assuming the role, teacher-leaders developed their professional and leadership skills largely in a self-directed manner. They described their PDCs as cohesive and dedicated, cooperative, involving peer-learning, and as creating a knowledge bank of teaching methods and tools. PDCs enable teachers to advance projects within the school and affect school culture. Principals’ involvement with PDCs varied, with their usually considerable involvement very favorably regarded. This article describes these findings and discusses their implications for the professional development of teachers in the international context.     

Assessing the impact of a program designed to develop sustainability leadership amongst staff members in higher education institutes: a case study from a community of practice perspective

This study focuses on the impact of a sustainability leadership development program (SLDP) designed to develop staff members as leaders who encourage sustainability practices within institutions of higher education (IHE). Using the framework of community of practice (CoP), we explored the program’s contribution by interviewing 16 staff members who had attended the program. At the individual level, we found that the SLDP provided participants with opportunities to learn from and with other members of the CoP and to engage them in debate about the various meanings of ‘sustainability’, increasing their environmental awareness and their environmental involvement within the IHE’s community. At the institutional level, the SLDP disseminated the college’s socio-environmental mission statement, increased its administration’s commitment and involvement, served as a platform for addressing local socio-environmental problems and initiated an Education-for-Sustainability (EfS) activists’ network. However, the participants indicated that the SLDP had limited impact on the environmentalism of other staff members and that the on-going mentoring and support from the college administration was insufficient. This study highlights the importance of such EfS professional programs to the development of both staff members and entire institutions as sustainability leaders. It also suggests ways to increase staff involvement in institutional EfS discourse.     

Development to learning: semantic shifts in professional autonomy and school leadership

In the digital age, technology is playing an important role in changing the nature of professionalism. Newer forms of professional learning stand in contrast to more traditional forms of professional development. The shifting paradigm has implications for school leaders in all contexts. This study sought to qualitatively examine how a sample of eight school leaders worked to support professional learning in their school communities and leverage tools in areas such as content aggregation, media creation, blogging and social media. In one-on-one and focus group interviews, participants discussed how technology is changing professional learning in their context and reflected on how their leadership has evolved in response to perceived challenges. Findings suggest that school leaders are aware of the importance of supporting professional learning through multiple device platforms, online networks and opportunities to play, and experiment with technology. Current issues identified include the need to shift from “buyer” to “driver” mindsets and to respond to the increasing role of popular thinkers whose ideas are amplified through online channels, such as social media.     

Towards leadingful leadership literacies for higher education management

This paper locates ‘leadingful leadership literacies’ as a lens for considering changing contexts for leadership and work in higher education management. It makes a contribution to higher education leadership studies by offering an empirical account of expanded notions of leadership. These extend the field beyond those unwilling to critique managerialist knowledge claims. I will argue that not only managerialist practices per se are of concern as we face discontinuous change in the sector – changes which move well beyond rationalist truth claims – but that these remain largely unchallenged and have moved into spaces that should be (re)claimed by leadership.     

The importance of teacher role in cooperative learning: the effects of high-stakes testing on pedagogical approaches of early career teachers in primary schools

Cooperative learning (CL) has a strong research base, but it is underutilised. This can be explained by teachers’ reluctance to experiment with pedagogies in an environment increasingly focused on high-stakes testing. Early career teachers (ECTs) need support to be innovative practitioners, particularly with such a complex one as CL. The teacher’s role is crucial in order to scaffold the students’ participation in the primary classroom in order to improve their learning and it is teachers’ pedagogical practices that help to develop these collaborative work habits. This paper explores ECTs responses relating to their role in CL instruction.     

论中小学教师赋权与专业发展

当前素质教育推进艰难,这与教师观念陈旧有关,也与社会大环境和教育评价制度和管理制度有关.“生本“教育实验从教育系统内部出发,区域性地实现了中小学教师的赋权,促进了学生整体素质的提高和教师的专业发展.教师赋权,有助于增强教师职业的幸福感,提升教师职业的社会地位,营造出教育的和谐文化.     

New professionalism in austere times: the employment experiences of early career teachers in Scotland

International concern to raise educational standards and improve teacher quality has directed attention to the need to sustain career-long professional learning. Teacher induction and early professional learning (during years 2–6) have been associated with patterns of attrition and improved pupil outcomes. As the economic crisis impacts on public sector employment, the rhetoric of professionalism stands in contrast to the employment experiences of many recently qualified teachers. This article draws on interviews with 20 early career teachers in Scotland who achieved full registration from 2006. Work histories drawn from this small-scale study challenge the implicit assumptions of staged models of teacher development and draw attention to the increasing fragmentation and casualisation of experience in the teacher labour market.     

Empowering teachers to implement innovative content in physical education through continuous professional development

The purpose of this study was to examine teacher perceptions regarding their experiences in a research-informed continuous professional development (CPD) initiative and its influence on their professional readiness to implement innovative content in physical education (PE). Participants included four PE teachers who engaged in a series of hands-on workshops and collaborative activities related to the design and implementation of a mountain biking unit in two middle schools. Qualitative data were collected through post-workshop surveys, semi-structured interviews, and a focus group. Data were analyzed using inductive content analysis, and results revealed four themes: (a) igniting change, (b) transferring to the classroom, (c) student response, and (d) sustaining beyond a single unit. Findings from this study reinforce the need for research-informed CPD efforts in PE and highlight its role in generating a sense of teacher empowerment and promoting systemic change within school-based PE.     

课程改革、教师赋权增能与教师专业学习共同体——上海市四所小学的个案研究

基于对上海地区四所小学的田野调查,考察教师在“赋权增能”政策条件下,如何处理课程改革中所面临的问题,及其所处教师共同体的影响。研究发现：课程改革给教师造成的压力客观上推进了教师发展和教师专业学习共同体的构建;课程改革在赋权增能的同时赋予教师高度问责,造成教师不愿承担赋权,而教师专业学习共同体以群体分责来支持教师的赋权增能;未来课程改革应当寻求赋权、增能和问责的平衡,并推进教师专业学习共同体的建设,从而支持教师真正成为课程改革的“代理人”。     

Schoolteachers' constructions of desirable educational leadership: a career-stage perspective

The current study aimed at exploring desirable constructions of educational leadership among Israeli schoolteachers at three different career stages, as well as tracing the origins of these constructions. Based on semi-structured interviews with 10 teachers at early-career stage, 10 at mid-career stage and 10 at late-career stage, the study first found major commonalities among the interviewees with regard to emotional, moral, participative and structural constructions of educational leadership. But, ‘a second reading’ of the data unearthed subtle distinctions among the interviewees, deriving from the teacher's position in the career cycle. The early-career teachers hold an egocentric view of educational leadership while their late-career counterparts present a more multi-focal outlook. Empirical and practical implications are suggested.     

教师增权赋能的实现机制——分布式领导活动中的要素及作用机理

分布式领导强调通过组织活动过程中领导者、追随者、情境三个要素的整合和互动形成领导实践,这有利于教师增权赋能的实现。对协作式分布、协调式分布、集体式分布三种分布式领导形式在具体实践过程中的深入研究,有利于从组织和个人两个层面深入分析目前我国中小学教师增权赋能存在的抗拒要素。解冻-变革-再解冻的螺旋式作用是切实践行分布式领导理论中互动、分享和扩散的有效机制并最终实现教师增权赋能。