Stevenson, Howard

Abstract: Teacher leadership has become an area of significant interest in research and policy terms in recent years. However, as a form of leadership it remains orthodox and conservative, rooted in largely traditional managerialist hierarchies, and disconnected from a critique of the wider policy imperatives that shape the contexts in which leadership is constructed. This article reports on an evaluation study of the work of Union Learning Representatives in a major teaching union in England and suggests that their role offers a new and more fruitful way of considering teacher leadership. Such leadership needs to be genuinely democratic and focused on cohering a professional voice amongst teachers. It is not a leadership concerned with providing "vision", but one rooted in a dialogic and critical process, from which genuinely transformatory possibilities emerge.

总结：教师领导已成为研究和政策方面的主题，是近年来显著感兴趣的领域。然而，由于领导的形式，它仍是正统和保守的，根植于大部分传统的管理主义的层次结构，并从形状上，与其领导层构造的背景下更广泛的政策要求的批判断开。本文报道的联盟学习代表中的一大教学联盟在英国工作的评估研究，并提出了自己的角色提供了考虑教师领导一个新的，更有效的方法。这样的领导需要有真正的民主和集中于凝聚了专业的声音之间的教师。这不是一个涉及提供“视觉”的领导，而是一个根植于对话和批判的过程，从中真正改革的可能出现。

来源：Professional Development in Education, v38 n2 p345-360 2012. 16 pp