Résumés
Abstract
This paper is drawn from a mixed methods study, which examined the leadership practices of teachers in the Level Three Classroom Teachers program in Western Australia. Three archetypal characters, the Torch Bearer, Weary Juggler, and Heckler, are used to represent the diverse leadership experiences of these “expert” teachers and the extent to which they embraced or resisted policy constructions of teacher leadership. Narrative analysis and the construction of these representations provided the means of inserting teachers’ voices and problematizing dominant discourses on teacher leadership in a way that invites policymakers to reconsider the larger narrative of teacher leadership, along with the personal dimension of leadership work.
Résumé
Cet article présente des données recueillies grâce à une variété de méthodes dans le cadre d’une recherche explorant les pratiques de leadership d’enseignants oeuvrant en classes Level Three, en Australie occidentale. Trois archétypes sont utilisés pour représenter les différentes expériences de leadership de ces enseignants « experts » et la manière dont ils se sont engagés ou ont résisté au développement de politiques en leadership enseignant : le Porteur de flambeau (Torch Bearer), le Jongleur épuisé (Weary Juggler) et le Chahuteur (Heckler). L’analyse narrative et l’élaboration de ces représentations ont permis d’intégrer les points de vue des enseignants et de faire ressortir les problématiques présentes dans les discours dominants sur le leadership enseignant. Par conséquent, les responsables de l’élaboration de politiques sont invités à reconsidérer leur conception globale du leadership enseignant, ainsi que la dimension personnelle des efforts de leadership.
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Parties annexes
Biographical notes
ROSANA MARY STOUT is a Doctor of Education and affiliate staff member of Murdoch University, Western Australia. She is classroom teacher and school administrator. Rosana’s research interests are in teacher identity, teacher leadership, education policy discourse, and English Secondary Curriculum.
WENDY CUMMING-POTVIN is an Associate Professor at Murdoch University, Western Australia. She has been a Visiting Professor at McGill University, Quebec and is an Affiliate Member at the International Gender Studies Centre (Lady Margaret Hall, University of Oxford). Wendy’s research interests are in literacy education, gender democratization, human rights, and teacher leadership.
HELEN WILDY has been Dean and Head of the Graduate School of Education, The University of Western Australia, since 2009. Formerly a secondary Mathematics teacher, her tertiary teaching expertise is in the fields of school leadership and research methods, particularly for qualitative research.
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Parties annexes
Notes biographiques
ROSANA MARY STOUT est docteure en éducation et membre affilié de la Murdoch University, située en Australie occidentale. Elle enseigne et est gestionnaire d’établissement scolaire. Ses intérêts de recherche sont l’identité enseignante, le leadership enseignant, le discours politique en éducation et le programme en enseignement de l’anglais au secondaire.
WENDY CUMMING-POTVIN est professeure agrégée à la Murdoch University, située en Australie occidentale. Elle a effectué une résidence en enseignement à l’Université McGill, au Québec, et est membre affilié du International Gender Studies Centre (Lady Margaret Hall de l’University of Oxford). En recherche, Wendy s’intéresse à l’enseignement de la littératie, à la démocratisation des genres, aux droits humains et au leadership enseignant.
HELEN WILDY est rectrice et directrice de la Graduate School of Education de l’University of Western Australia depuis 2009. Anciennement enseignante de mathématique au secondaire, son expertise de recherche cible les domaines du leadership scolaire et les méthodes de recherche, particulièrement les recherches qualitatives.