Full Description
This book focuses on reflective writing, guiding teachers to recognize their potential as professional leaders. The shift to online and blended learning models now favored in education encourages a broader understanding of leadership, particularly its growing relevance to teachers. These models, combined with reflective writing, foster flexible, inclusive teacher learning that responds to each teacher's strengths, can be used individually and collaboratively to develop teachers as leaders inside and outside the classroom who are critically involved in creating their own professional learning environments. The authors examine leadership in a global range of teaching contexts, each chapter raising diverse issues for teachers aspiring to be leaders in this post-COVID world.
All royalties from this book are donated to the Instituto dos Cegos da Paraiba Adalgisa Cunha (ICPAC), a school in João Pessoa, Paraíba, Brazil, that serves the low vision and blind community in the area. For years, the Institute has collaborated as a supervised internship site for various teacher education university programs, providing inspiring field work experiences such as those described in Chapter 4 by Carla Reichmann. Brill is proud to support this important cause and match the donation to the Instituto dos Cegos da Paraiba Adalgisa Cunha (ICPAC).
Contents
Acknowledgement
List of Figures and Tables
1 Reflective Writing and Its Potential for Developing Teacher Leaders
1 Importance of Reflective Writing in Learning, Teaching, and Leadership Development
2 Forms of Reflective Writing
3 Research on Reflective Writing
4 Developing Depth in Reflective Writing
5 Inquiry in Reflective Writing
6 Reflective Writing in Teacher Leadership Development
7 Chapters in This Book
2 An Approach to Using Reflective Writing to Develop Teacher Leaders: DREAM Management
1 Theoretical Structure of the Course
2 Forms of Reflective Writing in Teacher Leader Development
3 Participation Patterns in Reflective Writing for Teacher Leader Development
4 Recruit
5 Developing Depth in Reflective Writing for Teacher Leadership Development
6 Increasing Depth of Reflection through Asking Why
7 Conclusion
3 Mentoring Reflection: Teaching Pre-service Teachers to Ask Why
1 Pre-Service Teacher Disconnect
2 Limited Perspective of Cooperating Teacher/Mentors
3 Explicit Instruction on Reflection
4 Personal Reflection: A Local Model
5 Next Steps for Mentoring Reflection
6 Conclusion
4 Co-Leadership through Dialogue and Reflective Writing in the Teaching Practicum
1 Core Concepts
2 The Practicum: Macro and Microcontexts
3 The Cooperating Teacher and University Supervisor Relationship
4 Co-Leadership in the Practicum
5 Reflections in Flux
5 Visions and Realities: Doctoral Perspectives on Practice and Leadership
1 The Doctoral Environment
2 Doctoral Methodologies
3 Reflections
4 Proflections
6 Patterns of Participation in Reflective Writing and Their Implications for Teacher Leadership Development
1 Documenting Patterns of Participation in and Outcomes of Reflective Writing of Current and Prospective Teachers and Teacher Leaders
2 Participation Patterns
3 Participation Patterns and Outcomes of Teachers Developing as Leaders
4 Implications for Teacher Leadership Development
7 Reflective Writing to Develop Teacher Leaders: Where to Go from Here
1 Reflections on Developing Teachers as Leaders
2 The Role of Reflective Writing in Leadership Development
3 Reflecting on the Chapters in This Book: Raising Questions
4 Implications for Written Reflective Inquiry in Teacher Leadership Education
5 Types of Leadership
6 Next Steps for the Authors of This Book
7 Reflective Writing and Teachers as Leaders - Next Steps for Us and the Field
Index
