• Summary
  • Contents
  • Subject index

`Their book will be of interest to teachers who wish to be proactive rather than reactive. It will be important reading for anyone who wishes to undertake school-based research' - Times Educational Supplement `This is a book which places teachers at the heart of inquiry for improvement. The realism, experience and optimism of each of the writers, shines through each page of the text. It is a "can-do" book which combines discussion of principles, practices and contexts with practical examples of exercises - recommended reading for those wishing to reflect upon the challenges and joys of engaging in teacher-led change' Christopher Day, Professor of Education and Co-Director of the Centre for Research on Teacher and School Development (CRSTD), The University of Nottingham This book shows how to support teachers' leadership of school change. Within a theoretical and policy context, the authors: give practical guidance for integrating inquiry with practice; show how to encourage collaboration and critical dialogue within and between schools; focus strongly on pupil, teacher and organizational learning. The book includes tried-and-tested ideas for aspiring and experienced teacher leaders and researchers.

Teachers’ Stories of Change
Teachers’ stories of change

There is a danger that in championing the cause of teacher leadership, we oversimplify and glamorise teachers’ attempts to make a difference in their schools. It is easy to present dialogue and collaboration as straightforward and self-evidently desirable aspects of professional practice. The reality of school life, however, is complex and messy. Teachers labour under multiple demands on their time, skills and energy and it can be immensely difficult to find opportunities to engage in collaborative activity.

The following accounts provide an insight into some of the dilemmas experienced by teachers who lead change. All three were participants in the school-based Masters programme (see Chapter 3) at St. James's Roman Catholic 11–19 Comprehensive School. The school-based programme is well-established ...

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