TY - JOUR
T1 - Public anticipation yet private realisation: The effects of using cases as an approach to developing teacher leaders
AU - Clemans, Alison
AU - Berry, Amanda Kaye
AU - Loughran, Jeffrey John
PY - 2012
Y1 - 2012
N2 - Recent research has begun to conceptualise the professional learning of practising teachers who take on leadership roles in schools. In this vein, this article draws on a qualitative interview-based study designed to investigate case writing as a professional learning approach. It focuses on the way in which writing of a published case encouraged teacher leaders to articulate their growing knowledge about leadership. Data indicate that teacher leaders anticipation of a public audience for their case writing was the feature that compelled them to consolidate and articulate their knowledge. But teachers traditional positioning as knowledge consumers (rather than as knowledge producers) led to their fragile confidence to later share the professional knowledge they had developed. The outcomes of this study hold implications for case writing as an approach to developing teacher leaders and for professional learning programs that seek to shift practitioner and public knowledge of teacher leadership into professional communities.
AB - Recent research has begun to conceptualise the professional learning of practising teachers who take on leadership roles in schools. In this vein, this article draws on a qualitative interview-based study designed to investigate case writing as a professional learning approach. It focuses on the way in which writing of a published case encouraged teacher leaders to articulate their growing knowledge about leadership. Data indicate that teacher leaders anticipation of a public audience for their case writing was the feature that compelled them to consolidate and articulate their knowledge. But teachers traditional positioning as knowledge consumers (rather than as knowledge producers) led to their fragile confidence to later share the professional knowledge they had developed. The outcomes of this study hold implications for case writing as an approach to developing teacher leaders and for professional learning programs that seek to shift practitioner and public knowledge of teacher leadership into professional communities.
UR - http://search.informit.com.au.ezproxy.lib.monash.edu.au/fullText;dn=193812;res=AEIPT
U2 - 10.1177/000494411205600307
DO - 10.1177/000494411205600307
M3 - Article
SN - 0004-9441
VL - 56
SP - 287
EP - 302
JO - Australian Journal of Education
JF - Australian Journal of Education
IS - 3
ER -