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Fostering collaborative teacher learning: A typology of school leadership / Patrick van Schaik in European Journal of Education, vol. 55, n° 2 (2020)
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Titre : Fostering collaborative teacher learning: A typology of school leadership Type de document : document électronique Auteurs : Patrick van Schaik ; Wouter Schenke ; Wilfried Admiraal ; Monique Volman Année de publication : 2020 Article en page(s) : pp. 217-232 Langues : Anglais (eng) Catégories : F POPULATIONS - ETUDES DE CAS:D SOCIOLOGIE - ETHNOLOGIE - ANTHROPOLOGIE :4.10 Psychologie:Motivation ; G ENSEIGNEMENT - EDUCATION:Corps et effectifs de l'éducation:Personnel de l'éducation:Enseignant Use more specific descriptor where appropriate.; G ENSEIGNEMENT - EDUCATION:G.12 Sciences de l'éducation et environnement:Apprentissage:Processus d'apprentissage ; G ENSEIGNEMENT - EDUCATION:Systèmes et niveaux d'enseignement:Niveau d'enseignement:Enseignement secondaireMots-clés : SCHULLEITER HEAD TEACHER DIRECTOR DE ESTABLECIMIENTO ESCOLAR CHEF D'ETABLISSEMENT BERUFSTATIGKEIT VOCATIONAL ACTIVITY ACTIVIDAD PROFESIONAL ACTIVITE PROFESSIONNELLE MOTIVACION LEHRKRAFT TEACHER PERSONAL DOCENTE SEKUNDARSCHULBILDUNG SECONDARY EDUCATION ENSENANZA SECUNDARIA PROFESSIONALISIERUNG PROFESSIONALIZATION PROFESIONALIZACION PROFESSIONNALISATION LEHRAUSBILDUNGSPROZESS LEARNING PROCESS PROCESO DE APRENDIZAJE BETRIEBLICHE WEITERBILDUNG CVT IN COMPANY FORMACION PROFESIONAL EN EMPRESA FORMATION PROFESSIONNELLE EN ENTREPRISE NIEDERLANDE NETHERLANDS PAISES BAJOS PAYS BAS Résumé : Previous research indicates that supportive school leadership is a key condition of collaborative teacher learning. The purpose of this study was to develop a typology of how school leaders foster collaborative teacher learning. We adopted an integrative perspective on leadership by examining both learning?centred leadership and distributed leadership practices that are supportive of collaborative teacher learning. Data were gathered by means of interviews with ten school leaders and a questionnaire that was completed by 39 teachers from six secondary schools in the Netherlands. The aim of the interviews was to identify to what extent school leaders applied learning?centred leadership and distributed leadership practices. The questionnaire measured teachers' perceptions of the role of school leaders in teacher learning. As an outcome of this study, we constructed a typology that provides insights into how school leaders foster collaborative teacher learning. Four types of school leaders were distinguished: (a) integrators of teacher learning, (b) facilitators of teacher learning, (c) managers of teacher learning, and (d) managers of daily school practice. Our findings suggest that integration of learning?centred leadership and distributed leadership practices can help school leaders to support collaborative teacher learning. En ligne : https://doi.org/10.1111/ejed.12391 Permalink : https://cs.iut.univ-tours.fr/index.php?lvl=notice_display&id=249669
in European Journal of Education > vol. 55, n° 2 (2020) . - pp. 217-232[article] Fostering collaborative teacher learning: A typology of school leadership [document électronique] / Patrick van Schaik ; Wouter Schenke ; Wilfried Admiraal ; Monique Volman . - 2020 . - pp. 217-232.
Langues : Anglais (eng)
in European Journal of Education > vol. 55, n° 2 (2020) . - pp. 217-232
Catégories : F POPULATIONS - ETUDES DE CAS:D SOCIOLOGIE - ETHNOLOGIE - ANTHROPOLOGIE :4.10 Psychologie:Motivation ; G ENSEIGNEMENT - EDUCATION:Corps et effectifs de l'éducation:Personnel de l'éducation:Enseignant Use more specific descriptor where appropriate.; G ENSEIGNEMENT - EDUCATION:G.12 Sciences de l'éducation et environnement:Apprentissage:Processus d'apprentissage ; G ENSEIGNEMENT - EDUCATION:Systèmes et niveaux d'enseignement:Niveau d'enseignement:Enseignement secondaireMots-clés : SCHULLEITER HEAD TEACHER DIRECTOR DE ESTABLECIMIENTO ESCOLAR CHEF D'ETABLISSEMENT BERUFSTATIGKEIT VOCATIONAL ACTIVITY ACTIVIDAD PROFESIONAL ACTIVITE PROFESSIONNELLE MOTIVACION LEHRKRAFT TEACHER PERSONAL DOCENTE SEKUNDARSCHULBILDUNG SECONDARY EDUCATION ENSENANZA SECUNDARIA PROFESSIONALISIERUNG PROFESSIONALIZATION PROFESIONALIZACION PROFESSIONNALISATION LEHRAUSBILDUNGSPROZESS LEARNING PROCESS PROCESO DE APRENDIZAJE BETRIEBLICHE WEITERBILDUNG CVT IN COMPANY FORMACION PROFESIONAL EN EMPRESA FORMATION PROFESSIONNELLE EN ENTREPRISE NIEDERLANDE NETHERLANDS PAISES BAJOS PAYS BAS Résumé : Previous research indicates that supportive school leadership is a key condition of collaborative teacher learning. The purpose of this study was to develop a typology of how school leaders foster collaborative teacher learning. We adopted an integrative perspective on leadership by examining both learning?centred leadership and distributed leadership practices that are supportive of collaborative teacher learning. Data were gathered by means of interviews with ten school leaders and a questionnaire that was completed by 39 teachers from six secondary schools in the Netherlands. The aim of the interviews was to identify to what extent school leaders applied learning?centred leadership and distributed leadership practices. The questionnaire measured teachers' perceptions of the role of school leaders in teacher learning. As an outcome of this study, we constructed a typology that provides insights into how school leaders foster collaborative teacher learning. Four types of school leaders were distinguished: (a) integrators of teacher learning, (b) facilitators of teacher learning, (c) managers of teacher learning, and (d) managers of daily school practice. Our findings suggest that integration of learning?centred leadership and distributed leadership practices can help school leaders to support collaborative teacher learning. En ligne : https://doi.org/10.1111/ejed.12391 Permalink : https://cs.iut.univ-tours.fr/index.php?lvl=notice_display&id=249669