Leading the transformation of learning and praxis in science classrooms
Ritchie, Stephen M. (2012) Leading the transformation of learning and praxis in science classrooms. In Fraser, Barry J., Tobin, Kenneth G., & McRobbie, Campbell J. (Eds.) Second International Handbook of Science Education. Springer, London, pp. 839-849.
Individual science teachers who have inspired colleagues to transform their classroom praxis have been labelled transformational leaders. As the notion of distributed leadership became more accepted in the educational literature, the focus on the individual teacher-leader shifted to the study of leadership praxis both by individuals (whoever they might be) and by collectives within schools and science classrooms. This review traces the trajectory of leadership research, in the context of learning and teaching science, from an individual focus to a dialectical relationship between individual and collective praxis. The implications of applying an individual-collective perspective to praxis for teachers, students and their designated leaders are discussed.
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|Item Type:||Book Chapter|
|Keywords:||Transformative leadership, Science education, Teacher leadership, Student learning outcomes, Teacher influence|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Science Technology and Engineering Curriculum and Pedagogy (130212)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Teacher Education and Professional Development of Educators (130313)
|Divisions:||Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2012 Springer|
|Copyright Statement:||The original publication is available at SpringerLink
|Deposited On:||09 Apr 2012 22:07|
|Last Modified:||10 Oct 2015 04:40|
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