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Becoming a teacher leader

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Presentation at the Action Research Conference CARN-ALARA, Split 2019

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Becoming a teacher leader

  1. 1. UNIVERSITY OF GOTHENBURG BECOMING A TEACHER LEADER AND EDUCATING OTHER TEACHER LEADERS CHRISTINA LÖFVING, UNIVERSITY OF GOTHENBURG, HTTP://HDL.HANDLE.NET/2077/57757
  2. 2. UNIVERSITY OF GOTHENBURG Becoming a teacher leader Teacher leader: Wenner & Campbell (2017) The study: Löfving (2018)
  3. 3. UNIVERSITY OF GOTHENBURG The purpose of the study is to understand what enables and limits teacher leaders in their work as teacher leaders, in order to meet their needs during a course in teacher leadership. Settings 35 teacher leaders Upper Secondary School Eight days of education during a period of one year. The study was conducted during five moths during the first four occasions. The purpose of the study Löfving (2018) The study: Löfving (2018)Teacher leader: Wenner & Campbell (2017)
  4. 4. UNIVERSITY OF GOTHENBURG • How do the teacher leaders describe what is happening in the professional learning communities (PLC) they are a part of at their school? • How do the teacher leaders describe how they manage their assignment to function as a teacher leader? • What enables and what limits the teacher leaders in their work as teacher leaders? • How does this change over a period of five moths? A special focus was on how the education the teacher leaders attended made an imapct on what they were describing. Research questions
  5. 5. UNIVERSITY OF GOTHENBURG • notes, so called self reports (22-31 teacher leaders at four occasions during a period of five months) • interviews (5 teacher leaders) • logbook Tools Self report: Davidsson (2007)
  6. 6. UNIVERSITY OF GOTHENBURG Sayings Doings Relatings Cultural-discursive arrangements Material-economic arrangements Social-political arrangements Project Kemmis och Grootenboer (2008, s. 57) The Theory of Practice Architectures Mahon, Kemmis, Francisco and Lloyd (2017)Kemmis and Grootenboer (2008)
  7. 7. UNIVERSITY OF GOTHENBURG First occasion Sayings Wanting to have tools to moderate the discussions in the PLC:s. Doings Wanting to learn different models for effective meetings. Relatings Wanting to learn how to stop negative patterns. Relatings SayingsDoings
  8. 8. UNIVERSITY OF GOTHENBURG Fourth, and last, occasion Sayings ”I, as a teacher leader, can affect the discussions in the PLC:s” Doings Active work to develope the PLC:s. Wanting to focus on how to solve problems. Relatings Wanting to involve the collegues. Also focusing on the relationship between the teacher leader and the principal. Relatings SayingsDoings
  9. 9. UNIVERSITY OF GOTHENBURG Sayings Doings Relatings Cultural-discursive arrangements • Self reflections and discussions between the teacher leaders • Using models for discussions in the PLC:s Material-economic arrangements • Contracted time for the PLC:s to meet • Pronouncedly planning for the year • Time for development Social-political arrangements • Colleagues and teacher leaders talking through the purpose of the meetings • Having supporting colleagues • Description of what the teacher leaders are supposed to do. • The principals presence and absence
  10. 10. UNIVERSITY OF GOTHENBURG • It is important for me as an educator to listen to the teacher leaders during their education in order to take action. • Teacher leadership is not something that is constant and and it can be a complex situation being both a colleague and a leader. • It is important for teachers to listen to and discuss what other teacher leaders reflect on. • Teacher leaders in this study want to be a part of a network focusing on their assignments. • It is important for teacher leaders and principals to find ways to collaborate. The contribution of this study
  11. 11. UNIVERSITY OF GOTHENBURG Davidsson, B. (2007). Self report – att använda skrivna texter som redskap. In J. Dimenäs (Ed.), Lära till lärare. Att utveckla läraryrket – vetenskapligt förhållningssätt och vetenskaplig metodik. (pp. 70–81). Stockholm: Liber. Kemmis, S., & Grootenboer, P. (2008). Situating practice in praxis. In S. Kemmis & T. J. Smith (Eds.), Enabling Praxis. Challenges for Education (pp. 37-62). Rotterdam: Sense Publishers. Löfving, C. (2018). Lärare som leder sina kollegor. En aktionsforskningsstudie om möjligheter och begränsningar i mellanledaruppdraget (Master thesis). Göteborg: Göteborgs Universitet. Mahon, K., Kemmis, S., Francisco, S., & Lloyd, A. (2017). Introduction: Practice Theory and the Theory of Practice Architectures. I K. Mahon, S. Francisco & S. Kemmis (Red.), Exploring Education and Professional Practice. Through the Lens of Practice Architectures (pp. 1-30). Singapore: Springer Nature. Wenner, J. A., & Campbell, T. (2017). The theoretical and empirical basis of teacher leadership: A review of the literature. Review of Educational Research, 87(1), 134-171. References
  12. 12. UNIVERSITY OF GOTHENBURG Christina Löfving christina.lofving@gu.se http://hdl.handle.net/2077/57757

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