Exploring cross-cultural perspectives of teacher leadership among the members of an international teacher leadership research team: a phenomenographic study
Paper
Paper/Presentation Title | Exploring cross-cultural perspectives of teacher leadership among the members of an international teacher leadership research team: a phenomenographic study |
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Presentation Type | Paper |
Authors | Arden, Catherine (Author) and Okoko, Janet (Author) |
Editors | Kondakci, Yasar, Emil, Serap and Beycioglu, Kadir |
Journal or Proceedings Title | 14th International Congress on Educational Administration (ICEA 2019) Book of Proceedings |
Number of Pages | 7 |
Year | 2019 |
Place of Publication | Turkey |
ISBN | 9786050370126 |
Web Address (URL) of Paper | https://www.pegem.net/dosyalar/dokuman/5102019141350eg%C4%B1t%C4%B1m%20kongreleri.pdf |
Conference/Event | 14th International Congress on Educational Administration (ICEA 2019) |
Event Details | 14th International Congress on Educational Administration (ICEA 2019) Event Date 02 to end of 04 May 2019 Event Location Cesme-Izmir, Turkey |
Abstract | This presentation is based on a study that explores the culturally diverse understandings, experiences and perspectives of teacher leadership among the membership of an International Study of Teacher Leadership (ISTL) research team comprised of 20 academics working in universities in Australia, Canada, Latin America, South Africa, Tanzania, the United Kingdom, China and Europe. The impetus for this study emerged as a direct result of discussions at a 2018 conference in which ISTL team members expressed interest in exploring perspectives of teacher leadership among the team to inform their ongoing collaborative ISTL research. Literature on educational leadership and teacher leadership suggests that both teachers' and researchers' understandings of these concepts are widely varied (Webber, 2018). It is also well recognised that notions of what constitutes effective leadership are context specific and subject to cultural bias (AHRC, 2018; Rogoff, 2003; van Emmerick, Euema & Wendt, 2008), with the literature on teacher leadership typically found to offer interpretations, conceptual frameworks, and recommendations reliant on a knowledge base in which Western notions of leadership are embedded as if they were culturally transferable (Hallinger & Walker, 2011; Webber, 2018). This study aims to address these issues by paving the way for fuller, richer, more inclusive, and thus potentially more sophisticated understandings of the concept. Using phenomenography – an approach to qualitative research focused on capturing how the world and phenomena in the world appear to other people (Marton, 1988; Marton & Booth, 1997), the researchers (also members of the ISTL research team) use mind mapping (Arden, 2016; Buzan & Buzan, 2003) and semi-structured, online interviews to explore the ways that the participants related with the phenomenon of interest, 'teacher leadership' (Larrson & Holmstrom, 2007). A phenomenographic data analysis procedure is followed to discover conceptions and experiences of teacher leadership reflected in the data, identifying and highlighting the critical differences, or variation, therein. The findings – in the form of categories of description in the phenomenographic outcome space – constitute a map of the qualitatively different ways that teacher leadership is viewed and experienced by teacher leadership researchers from different geographical contexts and cultural and linguistic backgrounds. In this presentation, the researchers present the rationale for the study, an overview of the methodology and some preliminary findings. A discussion will follow with Symposium participants to explore how the findings can contribute to the work of the ISTL research team by providing an 'experiential framework' (Pham, Bruce & Stoodley, 2002) for thinking about cross-cultural understandings of teacher leadership and teacher leadership research. |
Keywords | educational leadership; teacher leadership; sociocultural theory; phenomenography |
ANZSRC Field of Research 2020 | 390403. Educational administration, management and leadership |
Byline Affiliations | University of Southern Queensland |
University of Saskatchewan, Canada | |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q6099/exploring-cross-cultural-perspectives-of-teacher-leadership-among-the-members-of-an-international-teacher-leadership-research-team-a-phenomenographic-study
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