The Quest for the Public Intellectual, Identity and Service
Edited By Karen Ragoonaden
Chapter Seven: Developing Mindful Teacher Leader Identities in Higher Education
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Developing Mindful Teacher Leader Identities in Higher Education
Increasingly, teacher leadership is recognized as an integral element of school reform and school improvement, with recent research suggesting that improving the professional capital in schools through developing the human, social, and professional capital of teachers is the key to transforming teaching in every school (Hargreaves & Fullan, 2012). For the past few decades, there has been a growing interest in researching teacher leadership to understand the different ways and means for teachers to engage as leaders in their classrooms and schools (York-Barr & Duke, 2004). This research is important to understand more fully how to encourage and support teachers in more diverse contexts and settings to take on leadership roles in the school as an opportunity to influence change and school improvement and to create more opportunities for continued personal professional growth in their work.
Teacher leadership is an emerging field of theory, with a clear definition not yet established. As a result, the concept can mean many different things to different people. For some, teacher leadership means taking on formal administrative roles in the school, while for others leading students in the classroom or leading colleagues to implement innovative curriculum and pedagogy defines what it means to be a teacher leader. The ethical and moral dimensions of teacher leadership have not yet garnered much attention, whereas the moral nature of formal leadership in schools has been...
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