Teacher leadership in higher education: why not?

被引:5
作者
Ghamrawi, Norma [1 ]
Abu-Shawish, Reem Khalid [1 ]
Shal, Tarek [2 ]
Ghamrawi, Najah A. R. [3 ]
机构
[1] Qatar Univ, Coll Educ, Dept Educ Sci, Doha, Qatar
[2] Qatar Univ, Social & Econ Survey Inst SESRI, Doha, Qatar
[3] Lebanese Univ, Fac Educ, Dept Educ Psychol, Beirut, Lebanon
来源
COGENT EDUCATION | 2024年 / 11卷 / 01期
关键词
Teacher leadership; higher education; faculty development; leadership functions; distributed leadership; shared leadership; PROFESSIONAL-DEVELOPMENT; UNIVERSITY;
D O I
10.1080/2331186X.2024.2366679
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This phenomenological investigation examined teacher leadership within the context of higher education among novice faculty members with a specialization in educational leadership. These newcomers received informal guidance and support from specific faculty members whom they identified as exemplifying teacher leadership. The core methodology involved in-depth interviews complemented by bridling journal entries, capturing the lived experiences and perceptions of the six participants from six Arab States. Data analysis employed a whole-part-whole approach. Findings suggest three manifestations or themes for teacher leadership, including social enculturation, expertise diffusion, and emotional fitness. The insights gleaned from this study provide a foundation for fostering discourse on teacher leadership development in higher education contexts.
引用
收藏
页数:15
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