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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)  

Public ISBD [article]  inEuropean Journal of Education > vol. 55, n° 2 (2020) . - pp. 217-232 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 secondaire Mots-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 [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 secondaire Mots-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

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