Teachers as leaders in a knowledge society: encouraging signs of a new professionalism

Andrews, Dorothy and Crowther, Frank (2006) Teachers as leaders in a knowledge society: encouraging signs of a new professionalism. Journal of School Leadership, 16 (5). pp. 534-549. ISSN 1052-6846

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Abstract

[Abstract]: Challenges confronting schools worldwide are greater than ever,and, likewise, many teachers possess capabilities, talents, and formal credentials more sophisticated than ever. However, the responsibility and authority accorded to teachers have not grown significantly, nor has the image of teaching as a profession advanced significantly. The question becomes, what are the implications for the image and status of the teaching profession as the concept of knowledge society takes a firm hold in the industrialized world? This article addresses the philosophical underpinnings of teacher leadership manifested in case studies where schools sought to achieve the generation of new knowledge as part of a process of whole-school revitalization. Specifically, this article reports on Australian research that has illuminated the work of teacher leaders engaged in the IDEAS project, a joint school revitalization initiative of the University of Southern Queensland and the Queensland Department of Education and the Arts.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Permission granted to deposit Author's version.
Depositing User: Assoc Prof Dorothy Andrews
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 04 Aug 2008 04:15
Last Modified: 02 Jul 2013 22:51
Uncontrolled Keywords: teacher teachership; knowledge creation; school improvement
Fields of Research (FOR2008): 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1303 Specialist Studies in Education > 130304 Educational Administration, Management and Leadership
22 Philosophy and Religious Studies > 2202 History and Philosophy of Specific Fields > 220202 History and Philosophy of Education
URI: http://eprints.usq.edu.au/id/eprint/3342

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