Ilana Margolin

Abstract: This study describes three action cycles I identified retrospectively and examines the processes I underwent through the lens of research literature dealing with leadership. I then provide a retrospective account of my reflections on my actions over a four-year period. As the head of the Elementary School Department in a teacher education college, I tried to make informed decisions by documenting the process and collecting data from a variety of sources: transcripts of group discussions; unstructured interviews; a reflective journal; and excerpts from a triadic journal. The findings are on three levels: on the personal level, I underwent internal transition both in my conception of my role and in my behavior, from being a ‘top-down’ manager to working collaboratively with colleagues by relinquishing overall control. On the professional level, shaping a new professional identity revealed a significant shift in my perception of leadership: from a transactional model through a transformational model to a distributed leadership. I also recognized the power of action research in linking pragmatic issues and theoretical knowledge, as well as in binding together all the partners in the process. These two levels were parallel to the departmental level, in which there was significant organizational change, from coping with fragmented elements to a holistic ecological overview of the system. Thus, it is clear to me today that in order to change teacher education I first had to transform myself.

Key words: Distributed leadership; Professional identity; Community of practice; Action research; Transition

总 结：

1、这项研究描述了三个动作周期的回顾性分析和检查流程的研究文献。在小学教师教育学院部门, 通过不同来源的记录过程和收集数据，作者试图做出明智的决定:小组讨论记录;非结构化访谈;《反光》,摘录一个三合一的杂志。

2、研究发现在三个层面:在个人层面上，作者经历了从一个 “自上而下”的通过放弃整体控制的经理协同同事转换为作者的角色观念和作者的行为；在专业层面上,形成一个新的职业身份，透露领导观念的重大转变；从事务模型通过转换模型分布式领导力。

3、作者认识到，行动研究在联系实际问题和理论知识上的力量,重大的组织变革要从应对分散元素的整体生态系统进行。因此,为了改变教师教育，作者首先要改变自己。

来源：Educational Action Research. December 2007, ISSN: 0965-0792, p519-543. 25p. 4Diagrams.