Exploring cross-cultural perspectives of teacher leadership among the members of an international teacher leadership research team: a phenomenographic study
Notice bibliographique
Résumé
This presentation is based on a study that explores the culturally diverse understandings, experiences and perspectives of teacher leadership among the membership of an International Study of Teacher Leadership (ISTL) research team comprised of 20 academics working in universities in Australia, Canada, Latin America, South Africa, Tanzania, the United Kingdom, China and Europe. The impetus for this study emerged as a direct result of discussions at a 2018 conference in which ISTL team members expressed interest in exploring perspectives of teacher leadership among the team to inform their ongoing collaborative ISTL research. \n \nLiterature on educational leadership and teacher leadership suggests that both teachers' and researchers' understandings of these concepts are widely varied (Webber, 2018). It is also well recognised that notions of what constitutes effective leadership are context specific and subject to cultural bias (AHRC, 2018; Rogoff, 2003; van Emmerick, Euema & Wendt, 2008), with the literature on teacher leadership typically found to offer interpretations, conceptual frameworks, and recommendations reliant on a knowledge base in which Western notions of leadership are embedded as if they were culturally transferable (Hallinger & Walker, 2011; Webber, 2018). This study aims to address these issues by paving the way for fuller, richer, more inclusive, and thus potentially more sophisticated understandings of the concept. \n \nUsing phenomenography – an approach to qualitative research focused on capturing how the world and phenomena in the world appear to other people (Marton, 1988; Marton & Booth, 1997), the researchers (also members of the ISTL research team) use mind mapping (Arden, 2016; Buzan & Buzan, 2003) and semi-structured, online interviews to explore the ways that the participants related with the phenomenon of interest, 'teacher leadership' (Larrson & Holmstrom, 2007). A phenomenographic data analysis procedure is followed to discover conceptions and experiences of teacher leadership reflected in the data, identifying and highlighting the critical differences, or variation, therein. The findings – in the form of categories of description in the phenomenographic outcome space – constitute a map of the qualitatively different ways that teacher leadership is viewed and experienced by teacher leadership researchers from different geographical contexts and cultural and linguistic backgrounds. \n \nIn this presentation, the researchers present the rationale for the study, an overview of the methodology and some preliminary findings. A discussion will follow with Symposium participants to explore how the findings can contribute to the work of the ISTL research team by providing an 'experiential framework' (Pham, Bruce & Stoodley, 2002) for thinking about cross-cultural understandings of teacher leadership and teacher leadership research.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,004 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,002 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».