Revealing the balancing act of vertical and shared leadership in Teacher Design Teams

被引：13

作者：

Binkhorst, F. ^{[1
]}

Poortman, C. L. ^{[1
]}

McKenney, S. E. ^{[1
]}

van Joolingen, W. R. ^{[2
]}

机构：

[1] Univ Twente, ELAN Dept Teacher Dev, POB 217, NL-7500 AE Enschede, Netherlands

[2] Univ Utrecht, Freudenthal Inst Sci & Math Educ, POB 85-170, NL-3508 AD Utrecht, Netherlands

来源：

TEACHING AND TEACHER EDUCATION | 2018年 / 72卷

关键词：

Teacher professional development; Leadership; Teacher design teams; Teacher collaboration; PROFESSIONAL-DEVELOPMENT; DISTRIBUTED LEADERSHIP; COLLABORATION; COMMUNITIES; NEED; KNOWLEDGE; QUALITY; LINKS;

D O I：

10.1016/j.tate.2018.02.006

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Teacher Design Teams (TDTs) are professional learning communities in which teachers collaborate to (re) design educational materials. Although studies have indicated that leadership is vital for TDTs' functioning, providing adequate leadership is challenging. Both shared and vertical leadership are needed, and how to combine them is not obvious. TDT participants and coaches might benefit from insight into what shared and vertical leadership look like in practice. In this study, we monitored two TDTs that used a stepwise method that integrates shared and vertical leadership. Findings reveal that combining shared and vertical leadership in TDTs is possible, but remains a challenging balancing act. (C) 2018 Published by Elsevier Ltd.

引用

页码：1 / 12

页数：12

共 60 条

[31] Fostering teachers' design expertise in teacher design teams: conducive design and support activities [J].