Trust versus control
The impact of school leadership on teacher reflection
Bibliographic Data
| ID | 12213435 |
|---|---|
| Authors | Lynda Hayes (University of Florida, corresponding author), Lynda Fender Hayes (University of Florida), Dorene Doerre Ross (University of Florida) |
| Year | 1989 |
| Volume | 2 |
| Issue | 4 |
| Pages | 335-350 |
| Publication date | 1989-10-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Qualitative Studies in Education (JOURNAL) |
| Journal identifiers | ISSN: 0951-8398 • E-ISSN: 1366-5898 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/0951839890020406 |
| OpenAlex | W2073076202 |
| Language | EN |
| Citations received | 3 |
| References cited | 12 |
As teacher educators have worked to encourage teachers to become more reflective, they have noted the important role that school context plays in supporting or constraining reflection in action. This study describes one kindergarten teacher's experiences in two contrasting school contexts. The study documents the leadership styles, school organizational structures and resources, faculty‐administration communication processes, and curriculum decision‐making practices that promoted or hindered the teacher's ability to reflect. Data analysis revealed striking contrasts between the two schools. These differences had an impact on the curriculum provided by the teacher, her ability and willingness to accept responsibility for her professional decisions, and her self‐confidence and job satisfaction. The study concludes with suggestions for teacher educators interested in helping their graduates find and maintain contexts supportive of reflective practice
Action (physics · Action research · Context (archaeology · Control (management · Curriculum · Educational leadership · Leadership style · Management · Pedagogy · Professional development · Reflection (computer programming · Reflective Practice · Teacher education · Teacher Leadership · Collaborative Teaching and Inclusion · Psychology · Reflective Practices in Education · Social Psychology · Teacher Education and Leadership Studies
How we think.
The Reflective Practitioner
Teaching Student Teachers to Reflect
Defensive Communication
Action research for preservice teachers
A Research Strategy for Educational Improvement
Linking Ways of Knowing with Ways of Being Practical
Reflective Teachers
Reflective Teacher Education and Moral Deliberation
What Students Learn from Early Field Experiences
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,08 |
| Citation span | 1989 - 2024 (36) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |