Principals' positioning of teacher specialists: (Record no. 42203)

MARC details
000 -LEADER
fixed length control field 02134cam a2200169 4500
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name LORENTZEN Marte
245 ## - TITLE STATEMENT
Title Principals' positioning of teacher specialists:
Remainder of title between sensitivity, coaching, and dedication/
Statement of responsibility, etc. Marte Lorentzen
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Date of publication, distribution, etc. 2022
520 ## - SUMMARY, ETC.
Summary, etc. This study investigates how principals position specialized teachers (i.e., teachers with expertise in a specific area who are assigned to build the capacity of teachers through professional development) and how these positions might enable and constrain the teachers' actions. Today, a general tendency to foster professionalization by establishing new specialized teacher roles is growing. Research reveals that principals' communication is crucial for these teachers' work, yet how they talk about the teachers is rarely the main object of investigation. By analyzing observational data and interviews with three principals, this study explores how Norwegian specialized teachers are positioned, locally referred to as teacher specialists, and hence how professionalization through specialization is put into practice. Drawing on positioning theory, three inductively derived positions are identified, revealing that the principals tend to equalize the specialists and the staff and emphasize the specialists' attributes rather than their subject knowledge. The results suggest that, although principals' positioning can impede potential conflicts within the collegium, de-emphasizing the specialists' expertise arguably makes it difficult to consider such roles as professionalization initiatives. Moreover, reducing specialized teachers to a matter of dedication and careful teacher approaches can constrain specialist-led development work and facilitation of inquiry-based dialogs within the collegium.
598 ## - BULLETIN HEADING
Bulletin Heading LEADERSHIP
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element LEADERSHIP
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element SENSITIVE SPECIALIST
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element COACHING SPECIALIST
773 ## - HOST ITEM ENTRY
Main entry heading International Journal of Leadership in Education :
Related parts Vol 25, No 4 July 2022, pp.615-633
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="https://www.tandfonline.com/doi/full/10.1080/13603124.2020.1737240">https://www.tandfonline.com/doi/full/10.1080/13603124.2020.1737240</a>
Public note Click here for full text
945 ## - LOCAL PROCESSING INFORMATION (OCLC)
i 69107.1001
r Y
s Y
Holdings
Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Home library Current library Shelving location Date acquired Total checkouts Full call number Barcode Date last seen Copy number Price effective from Koha item type
          Mindef Library & Info Centre Mindef Library & Info Centre Journals 20/01/2023   LEADERSHIP 69107.1001 03/01/2024 1 03/01/2024 Journal Article