Teacher Education and Leadership for Change
Exploring Faculty Perspectives
Bibliographic Data
| ID | 8157850 |
|---|---|
| Authors | Joyce B Castle (Brock University, corresponding author) |
| Year | 2001 |
| Volume | 47 |
| Issue | 2 |
| Publication date | 2001-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Alberta Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0002-4805 • E-ISSN: 1923-1857 |
| Publisher | University of Alberta Press (PUBLISHER • CA) |
| DOI | 10.55016/ojs/ajer.v47i2.54852 |
| OpenAlex | W33548432 |
| Language | EN |
| References cited | 3 |
Given the call for newer forms of leadership in schools, teacher educators have a central role to play in promoting, modeling, and critiquing leadership for change. This study explored the thinking of a group of teacher educators in one Canadian context to gain some insight into their views of educational leadership and the extent to which these promote or constrain leadership for change. Findings revealed some diversity in faculty views about leadership, but also illustrated that traditional views remain deeply embedded in teacher educators' thinking
Educational leadership · Instructional leadership · Mathematics education · Pedagogy · Sociology · Teacher Leadership · Online and Blended Learning · Psychology · Teacher Education and Leadership Studies
| Highly cited | No |
|---|