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OER4Schools/Programme review and action research: Difference between revisions
From OER in Education
OER4Schools/Programme review and action research (view source)
Revision as of 09:22, 23 October 2013
, 12 years ago→Many forms of teacher leadership
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‘..the idea that teachers, regardless of their level of power and organisational position, can engage in the leadership of enquiry-based development activity aimed at influencing their colleagues and embedding improved practices in their schools.’ | ‘..the idea that teachers, regardless of their level of power and organisational position, can engage in the leadership of enquiry-based development activity aimed at influencing their colleagues and embedding improved practices in their schools.’ | ||
Could you see yourself in a particular teacher leadership role? You may realise you have different | Could you see yourself in a particular teacher leadership role? You may realise you have different strengths of ‘leadership’ which may not reside in one role. This is the role(s) that we would like you to consider as you embark on your action research at the end of these workshops. | ||
{{ednote|text= Initiate a brief discussion after allowing participants a few moments to read the first two quotes. Allow participants some time to formulate their responses. The subject of teacher leadership is huge and we are really only offering a glimpse here. Nonetheless, it can be a useful exercise just to think about the possibilities. If time allows, ask the participants what they perceive the barriers to becoming a teacher leader | {{ednote|text= Initiate a brief discussion after allowing participants a few moments to read the first two quotes. Allow participants some time to formulate their responses. The subject of teacher leadership is huge and we are really only offering a glimpse here. Nonetheless, it can be a useful exercise just to think about the possibilities. If time allows, ask the participants what they perceive as the barriers to becoming a teacher leader and make a note of these for further consideration. | ||
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