Fostering teachers' understanding of leadership through a programme of professional learning

Cassidy, Claire and Holmes, Joanna and Ferguson, Erin C and Christie, Donald (2020) Fostering teachers' understanding of leadership through a programme of professional learning. Scottish Educational Review, 52 (2). pp. 71-88. ISSN 0141-9072

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    Abstract

    This article examines the implementation of a programme of professional learning, designed to support understanding of school leadership in a school that sought to effect change through teachers’ professional learning. Working with a university-based tutor who adopted a responsive approach, participants shaped the programme over a seven-month period. The evidence is presented from teachers’ reflections on leadership, observations of the sessions, and post-programme interviews. The evidence is presented under six themes, which emerged through an iterative process of content analysis, as follows: the individual versus community; relationships; culture; reflection; emotions; and impact/action. Participants indicated their understanding of leadership had evolved over the course of the programme. This led to a more collegiate and collaborative approach being welcomed, where leadership at all levels was valued. They considered that this was achieved largely through having opportunities to engage in professional dialogue with peers, which was normally seen as difficult given day-to-day priorities.

    Creators(s): Cassidy, Claire ORCID logoORCID: https://orcid.org/0000-0002-3088-1721, Holmes, Joanna ORCID logoORCID: https://orcid.org/0000-0002-3920-1980, Ferguson, Erin C ORCID logoORCID: https://orcid.org/0000-0003-1722-9998 and Christie, Donald ORCID logoORCID: https://orcid.org/0000-0002-5243-8122;
    Item type:Article
    ID code:73975
    Keywords:leadership, professional learning, teachers' professional development, education, Education extension. Adult education. Continuing education , Education
    Subjects:Education > Special aspects of education > Education extension. Adult education. Continuing education
    Department:Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
    Strategic Research Themes > Society and Policy
    Faculty of Humanities and Social Sciences (HaSS) > School of Law > Law
    Depositing user: Pure Administrator
    Date deposited:24 Sep 2020 15:16
    Last modified:10 Jan 2021 02:38
    Related URLs:
    URI:https://strathprints.strath.ac.uk/id/eprint/73975
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