This book advocates for an alternative to the hierarchical
positioning of leaders. It proposes to value leadership practices
which emerge from collective concerns about learning and the
realisation that collegial interactions offer opportunities for
rich explorations of pedagogy and new understandings to be
developed. The book draws upon illustrative examples from a
longitudinal study of early career teachers, entitled "Teachers of
Promise: Aspirations and realities". It explores matters of
personal ambition, support from significant others, and barriers to
teacher leadership. It shows that these vary from context to
context and individual to individual. Examples highlight the ways
in which each teacher's experience has been enabled and constrained
by different considerations. In combination, the examples offered
demonstrate the need for the teaching profession to be more
systematic in identifying and supporting talented teachers who
could be the leaders of learning for tomorrow. The book shows that
individuals themselves need to have an openness to consider how
they might become more effective teachers through their engagement
in leadership work. This, it suggests, involves developing a
different conception of leadership to counter the prevailing view
that leadership is typically positional and defined by its distance
from classroom teaching. The more promising portrayal is to link
teacher leadership explicitly with learning.
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