Stoll, L;
Brown, C;
Spence-Thomas, K;
Taylor, C;
(2017)
Teacher leadership within and across professional learning communities.
In: Harris, A and Jones, M and Huffman, JB, (eds.)
Teachers Leading Educational Reform: The Power of Professional Learning Communities.
(pp. 51-71).
Routledge: London, UK.
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Abstract
Collaboration is now the name of the game. Increasing complexity and the pace of change facing education systems have led to increased demands around teachers' practice and professionalism. A call from the OECD argues that education today necessitates “high-level knowledge workers who constantly advance their own professional knowledge as well as that of their profession” (Istance, Vincent-Lancran et al., 2012, p. 36). In line with this, a growing number of countries now expect that their teachers will draw on and generate evidence as they develop their practice. But an expectation of collective responsibility also underlies the quote.
| Type: | Book chapter |
|---|---|
| Title: | Teacher leadership within and across professional learning communities |
| ISBN-13: | 9781317247890 |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.4324/9781315630724-5 |
| Publisher version: | https://doi.org/10.4324/9781315630724-5 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10043774 |
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