000			02134cam a2200169 4500
100	1		_aLORENTZEN Marte
245			_aPrincipals' positioning of teacher specialists: _bbetween sensitivity, coaching, and dedication/ _cMarte Lorentzen
260			_c2022
520			_aThis 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.
650			_aLEADERSHIP
650			_aSENSITIVE SPECIALIST
650			_aCOACHING SPECIALIST
773			_aInternational Journal of Leadership in Education : _gVol 25, No 4 July 2022, pp.615-633
598			_aLEADERSHIP
856			_uhttps://www.tandfonline.com/doi/full/10.1080/13603124.2020.1737240 _zClick here for full text
945			_i69107.1001 _rY _sY
999			_c42203 _d42203