References
- Allen, D., 2016. The resourceful facilitator: teacher leaders constructing identities as facilitators of teacher peer groups. Teachers and Teaching, 22 (1), 70–83. doi:https://doi.org/10.1080/13540602.2015.1023029
- Bandura, A., 1997. Self-efficacy the exercise of control. New York: W.H. Freeman.
- Boud, D., 2010. Preface. In: A. Webster-Wright, ed. Authentic professional learning: making a difference through learning at work. Dordrecht, Netherlands: Springer, i - vii.
- Boylan, M., 2018. Enabling adaptive system leadership: teachers leading professional development. Educational management administration & leadership, 46 (1), 86–106. doi:https://doi.org/10.1177/1741143216628531
- Bredo, E., 1993. The social construction of learning. In: G.D. Phye, ed. Handbook of academic learning: construction of knowledge. San Diego, CA: Academic Press, 3–42.
- Bridges, D., 2014. Educational reform and internationalisation: the case of school reform in Kazakhstan. Cambridge: Cambridge University Press.
- Brookfield, S., 1986. Understanding and facilitating adult learning: A comprehensive analysis of principles and effective practices. Buckingham: Open University Press .
- Bryck, A.S. and Schneider, B.L., 2002. Trust in schools: a core resource for improvement. New York: Russell Sage Foundation.
- Clandinin, D.J. and Connelly, F.M., 2000. Narrative inquiry: experience and story in qualitative research. San Francisco CA: Jossey-Bass.
- Day, C, 1999. Developing teachers: the challenge of lifelong learning. London: Falmer Press.
- Day, C. and Sammons, P., 2013. Successful leadership: A review of the international literature. London: CfBT Education Trust.
- Elias, J.L. and Merriam, S.B., 1995. Philosophical foundations of adult education. 2nd ed. Melbourne FL: Kreiger Publishing.
- Evans, L., 2008. Professionalism, professionality and the development of education professionals. British journal of educational studies, 56 (1), 20–38. doi:https://doi.org/10.1111/j.1467-8527.2007.00392.x
- Flores, M. and Day, C., 2006. Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and teacher education, 22 (2), 219–232. doi:https://doi.org/10.1016/j.tate.2005.09.002
- Frost, D., 1995. Integrating systematic enquiry into everyday professional practice: towards some principles of procedure. British educational research journal, 21 (3), 307–321.
- Frost, D., 2000. Teacher-led school improvement: agency and strategy. Management in Education, 14 (4), 21–24. & (5), 17-20.
- Frost, D., 2006. The concept of ‘agency’ in leadership for learning. Leading and managing, 12 (2), 19–28.
- Frost, D., 2011. Supporting teacher leadership in 15 countries: the International Teacher Leadership project, Phase 1 - A report. Cambridge: Leadership for Learning University of Cambridge Faculty of Education.
- Frost, D., 2014. Non-positional teacher leadership: the miracle of the perpetual motion machine. A paper presented in the symposium: ‘Changing teacher professionality: research and practical interventions in Europe and beyond’ at ECER 2014, 2nd-5th September 2014, Porto, Portugal.
- Frost, D., Eds., 2017. Empowering teachers as agents of change: a non-positional approach to teacher leadership. Leadership for Learning: The Cambridge Network, University of Cambridge Faculty of Education.Cambridge: Leadership for Learning series
- Frost, D., 2018. HertsCam: a teacher-led organisation to support teacher leadership. International journal of teacher leadership, 9 (1), 79–100.
- Frost, D., et al., 2018. Teachers as agents of change: a masters programme taught by teachers. Letchworth: HertsCam Publications.
- Frost, D., 2019. Teacher leadership and professionality Oxford encyclopedia of global perspectives on teacher education. Oxford: Oxford University Press.
- Giddens, A., 1984. The constitution of society. Cambridge: Polity Press.
- Goodson, I.F. and Ümarik, M., 2019. Changing policy contexts and teachers´ work-life narratives: the case of Estonian vocational teachers. Teachers and teaching, 25 (5), 589–602.
- Gravani, M. 2007. Unveiling professional learning: Shifting from the delivery of courses to an understanding of the processes. Teaching and Teacher Education, 23, 688–704 5 doi:https://doi.org/10.1016/j.tate.2006.03.011
- Hager, P. and Hodkinson, P., 2009. Moving beyond the metaphor of transfer of learning. British educational research journal, 35 (4), 619–638.
- Hallinger, P. and Heck, R., 2010. Collaborative leadership and school improvement: understanding the impact on school capacity and student learning. School leadership and management, 30 (2), 95–110.
- Hawley, W.D., & Valli, L., 1999. The essentials of effective professional development: A new consensus. In Darling-HammondL. & SykesG. (Eds.), Teaching as the learning profession: Handbook of policy and practice. San-Francisco: Jossey-Bass, 127-150
- Heikkinen, H., Huttunen, R., and Syrjälä, L., 2007. Action research as narrative: five principles for validation. Educational action research, 15 (1), 5–19.
- Heron, J., 1999. The complete facilitator’s handbook. London: Kogan Page.
- Hill, V., 2014. The HertsCam Teacher Led Development Work programme. In D. Frost (ed.) Transforming Education Through Teacher Leadership. Cambridge: LfL
- Hoyle, E., 1974. Professionality, professionalism and control in teaching. London educational review, 3 (2), 42–54.
- Kanayeva, G., 2019. Facilitating teacher leadership in Kazakhstan. Unpublished PhD thesis. Cambridge: University of Cambridge Faculty of Education.
- Kemmis, S., 2008. Critical theory and participatory action research. The Sage handbook of action research: participative inquiry and practice, 2, 121–138.
- Kemmis, S., McTaggart, R., and Nixon, R., 2014. The action research planner: doing critical participatory action research. Singapore: Springer.
- Leithwood, K. and Jantzi, D., 2006. Transformational school leadership for large-scale reform: effects on students, teachers, and their classroom practices. School effectiveness and school improvement, 17 (2), 202–227.
- Lieberman, A., 1988. Building a professional culture in schools. New York: Teachers College Press.
- Liljenberg, M., 2015. School leaders as coupling agents – mediating between external demands and internal values. Education Inquiry, 6 (4), 457–459.
- Little, J.W., 1988. Assessing the prospects for teacher leadership. In: A. Lieberman, ed. Building a professional culture in schools. New York: Teachers College Press, 78–106.
- Lortie, D.C., 1975. Schoolteacher: A sociological study. Chicago: University of Chicago Press.
- MacBeath, J., et al., 2018. Strengthening the connections between leadership and learning. Abingdon, Oxon: Routledge.
- MacBeath, J. and Dempster, N., 2009. Connecting leadership and learning: principles for practice. London: Routledge.
- McLaughlin, C. and Ayubayeva, N., 2015. ‘It is the research of self-experience’: feeling the value in action research. Educational action research, 23 (1), 51–67.
- Mezirow, J., Ed., 2000. Learning as transformation: critical perspectives on a theory in progress. San Francisco: Jossey-Bass.
- Ministry of Education and Science of the Republic of Kazakhstan (MoES), 2018. On organising the educational processes in comprehensive schools in the Republic of Kazakhstan in 2018-2019 academic year. Instructional-methodological letter. Altynsarin National Academy of Education. Astana: MoES.
- Murrell, P.C., 2001. The community teacher. New York: Teachers College Press
- OECD (Organisation for Economic Co-operation and Development), 2014. Secondary education in Kazakhstan. Reviews of national policies for education. OECD Publishing.
- Perkins, D., 1993. Teaching for understanding. American educator: the professional journal of the American Federation of Teachers, 17 (3), 28–35.
- Riessman, C.K., 1993. Narrative analysis. Newbury Park, CA: SAGE.
- Schunk, D.H., 2012. Learning theories: an educational perspective. 6th ed. Boston MA: Pearson.
- Seashore Louis, K. and Robinson, V., 2012. External mandates and instructional leadership: school leaders as mediating agents. Journal of educational administration, 50 (5), 629–665.
- Sergiovanni, T., 1992. Moral leadership: getting to the heart of school improvement. San Francisco, CA: Jossey-Bass Publishers.
- Sfard, A., 1998. On two metaphors for learning and the dangers of choosing just one. Educational researcher, 27(2), 4–13. .
- Shaked, H. and Schechter, C., 2017. School principals as mediating agents in education reforms. School leadership & management, 37, 1–2,19-37.
- Sinha, S. and Hanuscin, D.L., 2017. Development of teacher leadership identity: A multiple case study. Teaching and teacher education, 63, 356–371.
- Smylie, M.A. and Mayrowetz, D., 2009. Footnotes to teacher leadership. In: L.J. Saha and A.G. Dworkin, eds. International handbook of research on teachers and teaching. New York: Springer, 277–289.
- Spillane, J. and Coldren, F., 2011. Diagnosis and design for school improvement: using a distributed perspective to lead and manage change. New York: Teachers College Press.
- Supovitz, J.A., 2015. Building a Lattice for school leadership: lessons from England. CPRE Policy Briefs University of Pennsylvania Scholarly Commons. Retreived on 15th November 2017 from http://repository.upenn.edu/cpre_policybriefs/7.
- Timperley, H., et al., 2007. Teacher professional learning and development. Best evidence synthesis iteration (BES). Wellington, New Zealand: Ministry of Education. http://www.oecd.org/education/school/48727127.pdf.
- Webster-Wright, A., 2009. Reframing professional development through understanding authentic professional learning. Review of educational research, 79 (2), 702–739.
- Wenner, J.A. and Campbell, T., 2017. The theoretical and empirical basis of teacher leadership: A review of the literature. Review of educational research, 87 (1), 134–171.
- Wilson, E. and Sharimova, A., 2019. Conceptualizing the implementation of lesson study in Kazakhstan within a social theory framework. International journal for lesson and learning studies
- Wilson, E.G., 2017. Impact study of the centre of excellence programme. Technical report. doi:https://doi.org/10.17863/CAM.1237
- Yakavets, N., Frost, D., and Khoroshash, A., 2017. School leadership and capacity building in Kazakhstan. International journal of leadership in education, 20 (3), 345–370.
- York-Barr, J. and Duke, K., 2004. What do we know about teacher leadership? Findings from two decades of scholarship. Review of educational research, 74 (3), 255–316.
- Yukl, G. 1999. An evaluation of conceptual weaknesses in transformational and charismatic leadership theories. The Leadership Quarterly, 10(2), 285–305 doi:https://doi.org/10.1016/S1048-9843(99)00013-2