Developing Teachers as Leaders: A Reflective Writing Approach(7 Educational Leadership and Leaders in Contexts)

This book focuses on reflective writing, guiding teachers to recognize their potential as professional leaders. The shift to online and blended learning models now favored in education encourages a broader understanding of leadership, particularly its growing relevance to teachers. These models, combined with reflective writing, foster flexible, inclusive teacher learning that responds to each teacher’s strengths, can be used individually and collaboratively to develop teachers as leaders inside and outside the classroom who are critically involved in creating their own professional learning environments. The authors examine leadership in a global range of teaching contexts, each chapter raising diverse issues for teachers aspiring to be leaders in this post-COVID world.

All royalties from this book are donated to the Instituto dos Cegos da Paraiba Adalgisa Cunha (ICPAC), a school in João Pessoa, Paraíba, Brazil, that serves the low vision and blind community in the area. For years, the Institute has collaborated as a supervised internship site for various teacher education university programs, providing inspiring field work experiences such as those described in Chapter 4 by Carla Reichmann. Brill is proud to support this important cause and match the donation to the Instituto dos Cegos da Paraiba Adalgisa Cunha (ICPAC).


Table of Contents:
Acknowledgement List of Figures and Tables 1 Reflective Writing and Its Potential for Developing Teacher Leaders  1 Importance of Reflective Writing in Learning, Teaching, and Leadership Development  2 Forms of Reflective Writing  3 Research on Reflective Writing  4 Developing Depth in Reflective Writing  5 Inquiry in Reflective Writing  6 Reflective Writing in Teacher Leadership Development  7 Chapters in This Book 2 An Approach to Using Reflective Writing to Develop Teacher Leaders: DREAM Management  1 Theoretical Structure of the Course  2 Forms of Reflective Writing in Teacher Leader Development  3 Participation Patterns in Reflective Writing for Teacher Leader Development  4 Recruit  5 Developing Depth in Reflective Writing for Teacher Leadership Development  6 Increasing Depth of Reflection through Asking Why  7 Conclusion 3 Mentoring Reflection: Teaching Pre-service Teachers to Ask Why  1 Pre-Service Teacher Disconnect  2 Limited Perspective of Cooperating Teacher/Mentors  3 Explicit Instruction on Reflection  4 Personal Reflection: A Local Model  5 Next Steps for Mentoring Reflection  6 Conclusion 4 Co-Leadership through Dialogue and Reflective Writing in the Teaching Practicum  1 Core Concepts  2 The Practicum: Macro and Microcontexts  3 The Cooperating Teacher and University Supervisor Relationship  4 Co-Leadership in the Practicum  5 Reflections in Flux 5 Visions and Realities: Doctoral Perspectives on Practice and Leadership  1 The Doctoral Environment  2 Doctoral Methodologies  3 Reflections  4 Proflections 6 Patterns of Participation in Reflective Writing and Their Implications for Teacher Leadership Development  1 Documenting Patterns of Participation in and Outcomes of Reflective Writing of Current and Prospective Teachers and Teacher Leaders  2 Participation Patterns  3 Participation Patterns and Outcomes of Teachers Developing as Leaders  4 Implications for Teacher Leadership Development 7 Reflective Writing to Develop Teacher Leaders: Where to Go from Here  1 Reflections on Developing Teachers as Leaders  2 The Role of Reflective Writing in Leadership Development  3 Reflecting on the Chapters in This Book: Raising Questions  4 Implications for Written Reflective Inquiry in Teacher Leadership Education  5 Types of Leadership  6 Next Steps for the Authors of This Book  7 Reflective Writing and Teachers as Leaders – Next Steps for Us and the Field Index

About the Author :
Phil Quirke, Ph.D. (2006), Aston University, is Executive Dean of Education, Higher Colleges of Technology, UAE. He has been in Higher Education leadership positions for over twenty years and published widely on teacher education, reflective writing, and educational management and leadership.

Joy Kreeft Peyton, Ph.D. (1984), Georgetown University, Washington, DC, is a Senior Fellow, Center for Applied Linguistics, Washington, DC. Her work includes facilitating and studying the power of writing to give students and teachers opportunities to express themselves in environments that allow reflection and documentation of learning.

Jill Burton, Ph.D. (2009), University of South Australia, is an adjunct associate research professor of applied linguistics in the School of Education, University of South Australia. She is a researcher, editor, and reviewer who writes and publishes on language teacher development, research methods, and reflective writing.

Carla Reichmann, Ph.D. (2001), Universidade Federal de Santa Catarina, is full professor in the Foreign Modern Languages Department and Linguistics graduate program, Universidade Federal da Paraíba, Brazil. A CNPq research fellow, her work addresses language teacher development, literacy practices, and supervised internship issues.

Latricia Trites, Ph.D. (2000), Northern Arizona University, is full professor of Teaching English to Speakers of Other Languages (TESOL) and English at Murray State University, Murray, KY, serving as Director of the TESOL program. Her research includes reflective teaching, assessment, reading comprehension, and online teaching.