Teachers in leadership positions: Experiences of professional career development

References

• Abrahamsen, H. (2018). Redesigning the role of deputy heads in Norwegian schools–Tensions between control and autonomy? International Journal of Leadership in Education, 21(3), 327–343.
   Web of Science ®Google Scholar
• Abrahamsen, H., Aas, M., & Hellekjær, G. O. (2015). How do principals make sense of school leadership in Norwegian reorganised leadership teams? School Leadership & Management, 35(1), 62–78.
   Web of Science ®Google Scholar
• Angelle, P. S., & DeHart, C. A. (2011). Teacher perceptions of teacher leadership: Examining differences by experience, degree, and position. Nassp Bulletin, 95(2), 141–160.
   Google Scholar
• Angelle, P. S., & Schmid, J. B. (2007). School structure and the identity of teacher leaders: Perspectives of principals and teachers. Journal of School Leadership, 17(6), 771–799.
   Google Scholar
• Avidov-Ungar, O. (2016a). A model of professional development: Teachers’ perceptions of their professional development. Teacher and Teaching: Theory and Practice, 22(6), 653–669.
   Google Scholar
• Avargil, S., Herscovitz, O., & Dori, Y. J. (2012). Teaching thinking skills in context-based learning: Teachers’ challenges and assessment knowledge. Journal of Science Education and Technology, 21(2), 207–225.
   Web of Science ®Google Scholar
• Avidov-Ungar, O. (2018). Professional development communities: The perceptions of Israeli teacher-leaders and program coordinators. Professional Development in Education, 44(5), 663–677. doi:https://doi.org/10.1080/19415257.2017.1388269
   Web of Science ®Google Scholar
• Avidov-Ungar, O., Fridman, I, & Olshtain, E. (2014). Empowerment amongst teachers who hold leadership positions. Teacher and Teaching: Theory and Practice, 20(6), 704–720.
   Google Scholar
• Avidov-Ungar, O. (2016b). Understanding teachers' attitude among educational reforms through metaphor. International Journal of Educational Research, 77, 117–127.
   Google Scholar
• Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 3(55), 463–483.
   Google Scholar
• Béteille, T., Kalogrides, D., & Loeb, S. (2012). Stepping stones: Principal career paths and school outcomes. Social Science Research, 41(4), 904–919.
   PubMed Web of Science ®Google Scholar
• Blitz, M. H., & Modeste, M. (2015). The differences across distributed leadership practices by school position according to the comprehensive assessment of leadership for learning CALL. Leadership and Policy in Schools, 14(3), 341–379.
   Web of Science ®Google Scholar
• Bolam, R. (2002). Professional development and professionalism. In T. Bush & L. Bell (Eds.), The principles and practice of educational management (pp. 103–118). London: Paul Chapman.
   Google Scholar
• Bond, N., & Sterrett, W. (2014). Developing teacher leaders through honorary professional organizations in education: Focus on the college student officers. Education, 135(1), 25–38.
   Google Scholar
• Childs-Bowen, D., Moller, G., & Scrivner, J. (2000). Principals: Leaders of leaders. NASSP Bulletin, 84(616), 27–34.
   Google Scholar
• Coffield, F. (2000). Introduction: A critical analysis of the concept of a learning society. In F. Coffield (Ed.), Differing visions of learning society (pp. 1–38). Bristol: Policy Press.
   Google Scholar
• Crowther, F., Ferguson, M., & Hann, L. (2009). Developing teacher leaders: How teacher leadership enhances school success. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Cuban, L. (2013). Why so many structural changes in schools and so little reform in teaching practice? Journal of Educational Administration, 51(2), 109–125.
   Google Scholar
• Davis, S., Darling-Hammond, L., LaPointe, M., & Meyerson, D. (2005). School leadership study: Developing successful principals review of research. Stanford, CA: Stanford Educational Leadership Institute. Retrieved from https://edpolicy.stanford.edu/
   Google Scholar
• Day, C., & Gu, Q. (2007). Variations in the conditions for teachers’ professional learning and development: Sustaining commitment and effectiveness over a career. Oxford Review of Education, 33(4), 423–443.
   Web of Science ®Google Scholar
• Durrant, J., Frost, D., Head, M., & Holden, G. (2002). Teacher-led school improvement. London: Routledge.
   Google Scholar
• Fang, Z. (2013). Learning to teach against the institutional grain: A professional development model for teacher empowerment. In X. Zhu & K. Zeichner (Eds.), Preparing teachers for the 21st century (pp. 237–250). Berlin, Heidelberg: Springer.
   Google Scholar
• Fessler, R. (1985). A model for teacher professional growth and development. In P. J. Burke & R. G. Heidelman (Eds.), Career-long teacher education (pp. 181–193). Springfield, IL: Charles C. Thomas.
   Google Scholar
• Fraser, C., Kennedy, A., Reid, L., & Mckinney, S. (2007). Teachers’ continuing professional development: Contested concepts, understanding and models. Journal of In-Service Education, 33(2), 153–169.
   Google Scholar
• Fullan, M. (2007). The new meaning of educational change (4th ed.). New York: Teachers College Press.
   Google Scholar
• Fullan, M. (2014). Big-city school reforms: Lessons from New York, Toronto, and London. New-York: Teachers College Press.
   Google Scholar
• Fuller, F. F. (1969). Concerns of teachers: A development conceptualization. American Journal of Educational Research, 6(2), 207–227.
   Web of Science ®Google Scholar
• Gillies, R. M. (2015). Education reform: Learning from past experience and overseas successes. In G. Bammer (Ed.), Change! Combining analytic approaches with street wisdom (pp. 193–205). Acton, Australia: ANU Press.
   Google Scholar
• Gregorc, A. F. (1973). Developing plans for professional growth. NASSP Bulletin, 57, 1–8.
   Google Scholar
• Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching: Theory and Practice, 6(2), 151–182.
   Google Scholar
• Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factor in teacher emotional responses to educational change. Teaching and Teacher Education, 21(8), 267–983.
   Web of Science ®Google Scholar
• Harris, A. (2005). Teacher leadership: More than just a feel-good factor? Leadership and Policy in Schools, 4(3), 201–219.
   Google Scholar
• Huberman, M. (1989). On teachers’ careers: Once over lightly with a broad brush. International Journal of Educational Research, 19(7), 10–18.
   Google Scholar
• Kennedy, A. (2005). Models of continuing professional development: A framework for analysis. Journal of In-Service Education, 31(2), 235–250.
   Google Scholar
• Kremer-Hayon, L., & Fessler, R. (eds.). (1993). Teacher professional development: A multiple perspective approach. Amsterdam/Lisse: Swets and Zeitlinger.
   Google Scholar
• Kuijpers, J. M., Houtveen, A. M., & Wubbels, T. H. (2010). An integrated professional development model for effective teaching. Teaching and Teacher Education, 26(8), 1687–1694.
   Web of Science ®Google Scholar
• Lewis, D. (2004). Continuing professional development through the DfES training school program. Journal of In-service Education, 30(3), 377–389.
   Google Scholar
• Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research: Reading, analysis, and interpretation (Vol. 47). CA: Sage.
   Google Scholar
• Louws, M. L., van Veen, K., Meirink, J. A., & van Driel, J. H. (2017). Teachers’ professional learning goals in relation to teaching experience. European Journal of Teacher Education, 40(4), 487–504.
   Web of Science ®Google Scholar
• Lynn, S. K. (2002). The winding path: Understanding the career cycle of teachers. The Clearing House, 75(4), 179–182.
   Google Scholar
• Maskit, D. (2011). Teachers’ attitudes toward pedagogical changes during various stages of professional development. Teaching and Teacher Education, 27(5), 851–860.
   Web of Science ®Google Scholar
• Mitchell, R. (2013). What is professional development, how does it occur in individuals, and how may it be used by educational leaders and managers for the purpose of school improvement? Professional Development in Education, 39(3), 387–400.
   Google Scholar
• Muchanje, P. N. (2015). Determinants of career progression of tutors in public primary teachers’ training colleges in Kenya (Ph.D. Thesis). University of Nairobi.
   Google Scholar
• Muijs, D., & Harris, A. (2003). Teacher leadership - Improvement through empowerment? An overview of the literature. Educational Management & Administration, 31(4), 437–448.
   Google Scholar
• Murphy, J. (2005). Connecting teachers leadership and school improvement. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Musset, P. (2009). Initial teacher education and continuing training policies in a comparative perspective: Current practices in OECD countries and a literature review on potential effects. OECD Education Working Papers, 48, OECD Publishing. Retrieved from https://search.proquest.com/openview/1fcc8b0a1813b9b40f8c170efbd0759a/1?pq-origsite=gscholarandcbl=54479
   Google Scholar
• Snell, J., & Swanson, J. (2000). The essential knowledge and skills of teacher leaders: A search for a conceptual framework. Retrieved from: https://files.eric.ed.gov/fulltext/ED444958.pdf
   Google Scholar
• Stevenson, H. (2016). Challenging school reform from below: Is leadership the missing link in mobilization theory? Leadership and Policy in Schools, 15(1), 67–90.
   Web of Science ®Google Scholar
• Susan, M. J., Berg, J. H., & Morgan, L. D. (2005). Who stays in teaching and why? A review of the literature on teacher retention. NRTA Education Support Network. The Project on the Next Generation of Teachers Harvard Graduate School of Education.
   Google Scholar
• Thornton, C. A., Langrall, C. W., Jones, G. A., & Swafford, J. O. (2001). The emergence of teacher leaders through professional development. Retrieved from: https://eric.ed.gov/?id=ED465594
   Google Scholar
• Tsybulsky, D. (2019). Students meet authentic science: The valence and foci of experiences reported by high-school biology students regarding their participation in a science outreach programme. International Journal of Science Education, 41(5), 567–585.
   Google Scholar
• van Manen, M. (1990). Researching lived experience. Human science for an action sensitive pedagogy. Ontario, Canada: The University of Western Ontario.
   Google Scholar
• van Manen, M. (2014). Phenomenology of practice: Meaning-giving methods in phenomenological research and writing. Walnut Creek, CA: Left Coast Press.
   Google Scholar
• Walker, A., & Dimmock, C. (Eds.). (2002). School leadership and administration: Adopting a cultural perspective. New York: Routledge Falmer.
   Google Scholar
• York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255–316.
   Web of Science ®Google Scholar