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How do teacher leaders lead in professional learning communities? : Explicit and tacit negotiations

Frida Grimm (Författare)

URI https://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-207826, URN urn:nbn:se:umu:diva-207826, Identifikator https://cceam.info/publications/isea/ · url, Identifikator https://umu.diva-portal.org/smash/get/diva2:1754244/FULLTEXT01 · url

Umeå universitet Samhällsvetenskapliga fakulteten (Utgivare)Umeå universitet Samhällsvetenskapliga fakulteten (Utgivare)

utgivning

Sverige : Commonwealth Council for Educational Administration and Management (CCEAM), 2023

är del av

International Studies in Educational Administration

51:1, 34-51

Bidrag, Onlineresurs

ämne

Social Sciences, Educational Sciences, Pedagogy, Samhällsvetenskap, Utbildningsvetenskap, Pedagogik, education, pedagogik, Teacher leadership, teacher leaders, middle leadership, professional development, professional learning communities, educational leadership

tillhörande media

http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-207826 https://cceam.info/publications/isea/https://umu.diva-portal.org/smash/get/diva2:1754244/FULLTEXT01

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Sammanfattning

Teacher leaders who lead peers in professional learning communities (PLCs) are an increasing phenomenon in school organisations in several parts of the world today. However, the knowledge of how they lead professional learning is sparse. The purpose of this article is to create deeper understandings of teacher leadership in PLCs. It is based on data acquired through an empirical study with so-called 'first teachers' in three Swedish schools during 2021 and 2022. The article providesin-depth descriptions of explicit and tacit teacher leadership practices in PLCs. According to the results, the first teachers in the study led their peers by securing structure and relevance, building a supportive, sharing, and reflective community, and encouraging the use of new teaching methods. They tacitly negotiated their leadership in relation to previous experiences in teaching, leadership and professional development, explicit and tacit boundaries within teacher communities of practices, and their own understandings of their professional identity. The article contributes with important insights into how these negotiations made them build safe and inspiring learning cultures, but also restrained them to challenge their peers’ current understandings of teaching. The results highlight the need to illuminate and understand both explicit and tacit teacher leadership practices when developing and improving teacher leadership for professional learning in schools.