Overview

This book addresses the critical gaps among understandings of teacher leadership across organizational and cultural contexts. It challenges the use of the term teacher leadership as if there is a widely shared understanding of what it is and what it means for exercising influence and making decisions. The book describes how implicit meanings and competing assumptions about teacher leadership may contribute to uncertainty and confusion in school communities. The authors caution against the incorporation of teacher leadership in international policy making discussions without adequate consideration of contextual, organizational, historical, and cultural differences that may lead to school community members struggling to accommodate the concept or, worse, ignoring other frameworks for facilitating more culturally appropriate decision making. This book shares the findings of research conducted in several North American, European, African, Latin-American, and Australasian contexts as part of the International Study of Teacher Leadership. Study findings are used to posit contextualized conceptualizations of teacher leadership and to offer a perspective for positioning researchers and practitioners in the international teacher leadership discourse.  

Full Product Details

Author:   Charles F. Webber
Publisher:   Springer International Publishing AG
Imprint:   Springer International Publishing AG
Edition:   1st ed. 2023
Volume:   25
Weight:   0.784kg
ISBN:  

9783031257629

ISBN 10:   3031257626
Pages:   358
Publication Date:   24 March 2023
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

Foreword Part I   Exploring Teacher Leadership Who is Interested in Teacher Leadership and Why? Charles F. Webber, Clelia Pineda-Báez, Gloria Gratacós, Nicholas Wachira, and Jodi Nickel International Study of Teacher Leadership: A Rationale and Theoretical Framework Charles F. Webber, Joan M. Conway, and CP van der Vyver Exploring Cross-Cultural Understandings of Teacher Leadership: A Phenomenographic Study Catherine Arden and Janet Okoko   Part II Contextualizing Teacher Leadership   Linking Teacher Leadership to Instruction and Student Learning: A Systematic Review Leydi Gabriela Achach Sonda and Edith J. Cisneros-Cohernour The Role of Teamwork in the Development of Teacher Leadership: A Cross-Cultural Analysis from Colombia, Mexico, and Spain Clelia Pineda-Báez, Cecilia Fierro-Evans, and Gloria Gratacós Systems of Support for Teachers’ Collaboration and Leadership: EFL Teachers’ Experience in Morocco Mohammed Elmeski, Noureddine Laouni, and Aabla Biqiche Tensions for Teacher Leaders: Insights from Document Analysis in Alberta, Canada Charles F. Webber and Jodi Nickel Teacher Leadership in South Africa: The Power of Influence in Restoring Social Justice C.P. van der Vyver, M.P. Fuller & J.B. Khumalo Teacher Leaders: A Challenge for Initial Teacher Education in Spain Cristina Moral-Santaella and Antonio J. Sánchez-Lamolda Teacher Leadership and School Improvement in Argentina: Why Is It Difficult... Why Is It Urgent? Pedro León Vivas and Gloria Gratacós Teacher Leadership in the Moroccan Context: Perceptions and Practices Samira Idelcadi, Samira Rguibi, and Abdelmajid Bouziane   Moving Teacher Leaders to the Front Line of School Improvement: Lessons Learned by One Australian Research and Development Team Joan M Conway and Dorothy Andrews Part III Reflecting on Teacher Leadership Lessons Learned from Voices across the Globe Charles F. Webber and Dorothy Andrews Teacher Leaders: Cautions and Questions Charles F. Webber

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Author Information

Dr. Charles F. Webber is Professor in the Department of Education at Mount Royal University in Calgary, Canada. He is a teacher and researcher who served for the first half of his career as a classroom teacher and school principal in Alberta and Saskatchewan, Canada. Following a move to higher education, he has held appointments as a professor and dean in Alberta and British Columbia, Canada. He also currently holds an honorary appointment as Buitengewone Professor at North West University in Potchefstroom, South Africa. His teaching and research interests focus on teacher leadership, the principalship, student assessment, and higher education administration and leadership.

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