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Teacher leadership within and across professional learning communities

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. Green open access

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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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