塔斯马尼亚代写Essay:焦点小组阶段

2018-09-15 23:43

在Rhodes和Brundrett(2008)从焦点小组阶段出来进行的一项研究中，授权、支持和控制风险承担得到了主管们的认可，以促进有效的“内部”领导力发展。信任和合作的文化是必不可少的，就像学校需要去哪里一样。在发达和新兴的教师领导学校中，教师领导的障碍主要来自学校外部(Daniel Muijs和Alma Harris2007)。他们认为培养教师领导能力不是一个容易的过程。它与重新培养密切相关，因为它意味着学校宗旨和实践的根本转变。詹姆斯·s·庞德(James S. Pounder)等人认为，支持教师在转化学习者中扮演变革推动者角色的文献，认为第三次浪潮强调教师领导是一个过程，而不是一个位置概念。第四次教师领导浪潮可能包括将课堂领导转变为教师领导的定义性素质之一，并能同时融入学校和大学环境。
塔斯马尼亚代写Essay:焦点小组阶段
In a study conducted by Rhodes and Brundrett (2008) emerging from the focus group phase, empowerment, support and controlled risk taking, were endorsed by heads to contribute towards effective ‘in-house’ leadership development .. A culture of trust and collaboration is essential, as is a shared vision of where the school needs to go.. In the developed and emergent teacher leadership schools, barriers to teacher leadership were mainly external to the school (Daniel Muijs and Alma Harris2007).They suggest that developing teacher leadership is not an easy process. It is closely related to re-culturing as it means a fundamental shift in the purposes and practices of the school.Literature in favour of the role of teacher as a change agent in transforming learners includes James S. Pounder according to whom the third wave emphasizes that teacher leadership is a process rather than a positional concept. A fourth wave of teacher leadership could include transformational classroom leadership as one of the defining qualities of a teacher leader and could embrace both school and university contexts.

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