Teachers as leaders in a knowledge society: encouraging signs of a new professionalism

Article

Andrews, Dorothy and Crowther, Frank. 2006. "Teachers as leaders in a knowledge society: encouraging signs of a new professionalism." Journal of School Leadership. 16 (5), pp. 534-549.
Article Title

Teachers as leaders in a knowledge society: encouraging signs of a new professionalism

ERA Journal ID19946
Article CategoryArticle
AuthorsAndrews, Dorothy (Author) and Crowther, Frank (Author)
Journal TitleJournal of School Leadership
Journal Citation16 (5), pp. 534-549
Number of Pages16
Year2006
Place of PublicationUnited States
ISSN1052-6846
Abstract

[Abstract]: Challenges confronting schools worldwide are greater than ever,and, likewise, many teachers possess capabilities, talents, and formal credentials more sophisticated than ever. However, the responsibility and authority accorded
to teachers have not grown significantly, nor has the image of teaching as a profession advanced significantly. The question becomes, what are the implications for the image and status of the teaching profession as the concept of knowledge society takes a firm hold in the industrialized world? This article addresses the philosophical underpinnings of teacher leadership manifested in case studies where schools sought to achieve the generation of new knowledge as part of a process of whole-school revitalization. Specifically, this article reports on Australian research that has illuminated the work of teacher leaders engaged in the IDEAS project, a joint school revitalization initiative of the University
of Southern Queensland and the Queensland Department of Education and the Arts.

Keywordsteacher teachership; knowledge creation; school improvement
ANZSRC Field of Research 2020390307. Teacher education and professional development of educators
390403. Educational administration, management and leadership
390202. History and philosophy of education
Public Notes

Permission granted to deposit Author's version.

Byline AffiliationsLeadership Research Institute
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