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Australian Journal of Teacher Education, v37 n4 p18-35 Apr 2012

Leadership in elementary education is currently recognized as a political imperative in Papua New Guinea (PNG), as the nation develops strategies towards equitable access to schooling. One recent initiative aimed at building educational leadership was an intensive Australian Leadership Award Fellowship (ALAF) program funded by AusAID, involving a group of 10 teacher trainers from PNG. As part their involvement participants completed self-authored journal entries at the beginning and end of the leadership program. Participants were also involved in focus groups after completion of the initiative. Referring to the experiences of these teacher trainers, this paper draws on Nancy Fraser's (2005, 2008) social justice framework to examine participants' views of what constituted effective leadership in elementary education in PNG and how these views may have changed throughout the ALAF program. Key findings of this study included participants' emphasis on relationships and valuing people in elementary education leadership contexts, participants' concern about economic/financial barriers to effective leadership in the PNG context and participants' perception of research as a way to support leadership roles. (Contains 2 tables and 2 figures.)

Descriptors: Social Justice, Elementary Education, Focus Groups, Leadership Training, Leadership Effectiveness, Foreign Countries, Teacher Leadership, Instructional Leadership, Participant Satisfaction, Journal Writing, Pretests Posttests, Teacher Educators, Learning Experience, Teacher Attitudes, Program Attitudes

Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/





Autor: Brownlee, Joanne; Scholes, Laura; Farrell, Ann; Davis, Julie; Cook, Donna

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2570&id=EJ969531



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