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Generating leading practices

In this project we will study how practices of professional learning and practices of leading can be understood as related in ecologies of practices.

We will present findings from an international empirical research project which directs us to the connectivity between professional learning and leading practices that emerged as ‘adventitious’, ‘opportune’ and ‘unexpected’ outcomes of long-term professional learning.

We will show how practices (like professional learning) which exist in real situations shape other practices (like teaching and leading) when each creates enabling and constraining conditions for the others

Project Presentation

The field of teacher continuing professional development is enormous and we can also notice a slight shift in the meaning of this concept. In earlier years the concept was more direct such as in-service (training) going on to professional development and today professional learning is even more used. There is also a tendency to acknowledge a collective dimension by adding community as Talbert & Mc Laughlin (2008) recommend in the concept professional learning community. Professional learning is however often identified as a means of stimulating change in classroom practices and in particular for students learning outcomes, provoking a transformation in the practice architectures (the sayings, doings and relatings) of classroom experiences; and although it is sometimes connected to the benefits of teacher’s collective learning, it is rare for it to be attributed to the development of teacher leading. Teacher professional learning and teacher leading is separate both in research and discussions within these fields. Talking about leading in the field of professional development it is more directed to leaders professional development such as administrating skills and other. In our project however we want to stress another dimension easily expressed as learning for leading with the focus on the teachers learning as adults, not for the benefit of the children in the first place but to be aware of your own learning processes as an adult. Collinson (2012) touches upon this perspective in her study about how exemplary teachers seek specific professional development have a deep desire to learn and create ways to help colleagues by sharing their insights.

The purpose of this project is to show how practices of teacher leading are ecologically-dependent on other practices (e.g. teacher professional development) with which they connect.

Research Programme

Project Participants

Karin Rönnerman, Chrsiten Edwards-Groves, Charles Sturt University, Australia

Project Extent

2012-2014

Links

PEP

Publications

Rönnerman, K. & Edwards-Groves C. (2012). Genererat ledarskap. I K. Rönnerman (red). Aktionsforskning i praktiken – förskola och skola på vetenskaplig grund. (s. 171-190). Lund: Studentlitteratur.

Edwards Groves, C. & Rönnerman, K. (2012). Generating Leading Practices through Professional Learning. Professional Development in Education.iFirst, p. 1-19. http://dx.doi.org/10.1080/19415257.2012.724439

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Contact Information

Department of Education and Special Education

PO Box 300, SE-405 30 Gothenburg, Sweden

Visiting Address:
Pedagogen Hus A, Västra Hamngatan 25

Phone:
+46 31 786 0000

Fax:
+46 31 786 2070

Page Manager: Anders Åkerström|Last update: 3/20/2013
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