I can see clearly now: teacher leaders invoking reaction

Article


Petersen, Shauna and Conway, Joan M.. 2011. "I can see clearly now: teacher leaders invoking reaction." International Journal of Pedagogies and Learning. 6 (3), pp. 175-186. https://doi.org/10.5172/ijpl.2011.6.3.175
Article Title

I can see clearly now: teacher leaders invoking reaction

ERA Journal ID39917
Article CategoryArticle
AuthorsPetersen, Shauna (Author) and Conway, Joan M. (Author)
Journal TitleInternational Journal of Pedagogies and Learning
Journal Citation6 (3), pp. 175-186
Number of Pages12
Year2011
Place of PublicationMaleny, Australia
ISSN1833-4105
Digital Object Identifier (DOI)https://doi.org/10.5172/ijpl.2011.6.3.175
Web Address (URL)http://jpl.e-contentmanagement.com/archives/vol/6/issue/3/article/4477/i-can-see-clearly-now-teacher-leaders-invoking
Abstract

A clear focus on capacity building is needed to sustain continuous school improvement and to manage change effectively. A recent research project conducted in schools that had adopted the IDEAS process for school revitalisation in an Australian education system has resulted in a framework of capacity-building dynamics. The Invoking Reaction capacity-building dynamic allows for the creation of new knowledge to be critiqued through an ever widening circle of internal and external networking, asserting advocacy for both ongoing school revitalisation and the power of the teaching profession. Networking, Advocacy and Organisational Critique are the constructs of the Invoking Reaction dynamic: all of major importance in schools that have created significant new knowledge and wish to consolidate that new knowledge into the long-term future.
This paper provides contextual detail supporting the research for the Capacity Building model and the Invoking reaction dynamic in particular. It also provides questions to consider around the sharing and refining concept of the Invoking Reaction dynamic. This is an invitation for teacher leaders and aspiring leaders to develop clear pictures of what their school might achieve through networking, advocacy and organisational critique to consolidate newly created knowledge into the long-term future (Crowther et al., 2010)

Keywordsinvoking reaction; teacher leaders; sustainable school improvement; capacity building; advocacy; networking; organisational critique; new knowledge; organisational learning
ANZSRC Field of Research 2020399999. Other education not elsewhere classified
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Byline AffiliationsFaculty of Education
Institution of OriginUniversity of Southern Queensland
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