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Entrepreneurial learning through distributed leadership
Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
2019 (engelsk)Inngår i: Abstract book: 2019-03-06, Uppsala: Uppsala universitet , 2019, s. 929-930Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

Research topic: This study examined how a Swedish elementary school K-9 organised their improving process of entrepreneurial learning through teacher leaders ’professional development. 

Theoretical framework: The schools’ point of departure and the pedagogical perspective werebased on entrepreneurial learning (Falk-Lundqvist, Hallberg, Leffler & Svedberg, 2011;Peltonen, 2015; Sagar, 2013; Surlemont, 2007), distributed leadership (Harris & Muijs,2005; Harris & DeFlaminis, 2016) that was grounded in collegial learning (cf. Harris & Muijs,2005; Timperley, 2011) as well as collegial mentoring. The pupils and the teachers in this school were divided in six teams according to grade level. Each team had a “teacher leader for professional development” (TLPD), appointed by the principal. The TLPDs mission was to lead the school development and to support their colleagues’ professional development. They had ongoing process oriented training (cf Scherp, 2013; Timperley, 2011) with external educators, focusing on teacher leadership, colleagues’ learning and entrepreneurial learning. Every third week they met their principals and discussed ongoing development strategies. The process included reading and discussing research literature about teaching and learning. The analysis of the data was grounded in theories of distributed leadership and collegial learning.

Methodological design: The study involved individual in-depth interviews with six TLPDs, andobservations of TLPDs meetings and TLPDs leadership in their teams.Conclusions: A preliminary analysis of the data showed not only the importance of continuousprofessional development for teacher leaders but also the importance of a school organisation that provides teachers with opportunities and legitimacy to lead their colleagues. Another finding showed that reading the same literature and have collegial discussions were important both for school development and for the legitimacy of the TLPDs, thus narrowing the knowledge practice gap (Kennedy, 2014) On the ‘darker’ side of teacher leadership were all the different experiences on leading colleagues and identifying their role as TLPDs. Difficulties in managing team members’ different ambitions and willingness for common development were also evident. This paper argues for considering these challenges in future professional learning practices to support teacher leaders. It also calls for unpacking of potential cultural practices to support teacher leadership, for example, issues of power and hierarchies.

Relevance to Nordic educational research: Entrepreneurial learning as well as distributed leadership is one key factor in school improvement strategies in the Nordic countries  (cf Dal et al. 2016).

sted, utgiver, år, opplag, sider
Uppsala: Uppsala universitet , 2019. s. 929-930
Emneord [en]
distributed leadership, teacher professional learning, entrepreneurial learning
HSV kategori
Identifikatorer
URN: urn:nbn:se:umu:diva-158866OAI: oai:DiVA.org:umu-158866DiVA, id: diva2:1315260
Konferanse
Education in a Globalized World, NERA Uppsala 6-8 mars 2019
Tilgjengelig fra: 2019-05-13 Laget: 2019-05-13 Sist oppdatert: 2019-05-17bibliografisk kontrollert

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