Full Description
This book focuses on the impact of teachers' leadership identity on their pedagogical and class management choices and proposes a new pedagogical framework, leaderful classroom practices which emerged through collective, concurrent, collaborative, and compassionate interactions between the teacher and students. The interdisciplinary aspect of the book appeals to a wide range of readers from different disciplines and gives readers the opportunity to take a moment and reflect on their leadership identity, recognize the limitations of their practices, and adopt a leaderful pedagogy in their respective disciplines. Establishing an open, democratic, and participatory learning environment for all learners is a major leadership responsibility of teachers, and this book demonstrates how to accomplish this mission both in theory and practice.
Contents
Incorporating leadership education into undergraduate courses: Utilizing a duoethnographic perspective.- Professorial humility: A cornerstone to student agency.- Leaderful practices beyond the classroom: Examining how students thrive within a complex dynamic ecosystem.- Excavating the pathway of a leadership development practitioner.- Communicating information for decision making: Reflections on a leadership communication course.- Practical pedagogy in an English literature course: English drama students' experiences as leaders.- The role of learner-initiated questions as a pedagogical resource for co-learning: Development of teacher identity for leaderful classrooms.- Classroom interactions in a Chinese language class: Focusing on teacher talk.- The evolution of leaderful practice in the high school mathematics classroom: Using project-based learning to create an inclusive, participatory learning environment.- Intercultural language education through leaderful pedagogy: A collaborative autoethnographic approach.- Leadership and global agency development in collaborative online international learning: Faculty leaderful strategies for pedagogical preparation, praxis, and progression in supporting students' learning outcomes.- Towards a 'leaderful' sustainable development? An interpretive phenomenological analysis of Japanese education.- Multicultural university students learn collaborative leadership in Hawaii beyond the classroom: A qualitative case study.- EFL teachers' leadership practices in classroom management: A study of higher education classrooms.- Landscaping and sustaining well-becoming in learning partnerships: Concrete steps to "communities full of leaders".- Collective, concurrent leadership: Rethinking the classroom through telecollaboration.- Leadership identity in Higher education: Exploring its impact on pedagogical decision and faculty development.- Leaderfulpeer review activity for academic writing classes.- The development of an elementary English teacher leadership identity: Reflections on a telecollaborative exchange between pre-service English teachers in Japan and Germany
