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Out-of-Field Teaching Practices: What Educational Leaders Need to Know.
Society perceives the role of school leaders as "fixers." Yet the author poses some confronting questions: can they fix or manage the out-of-field phenomenon without having in-depth knowledge and understanding? Can educators teach the next generation of teachers and school leaders without...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
[Place of publication not identified] :
Springer Science and Business Media : SensePublishers,
2017.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Plessis, Anna Elizabeth du. | |
| 245 | 1 | 0 | |a Out-of-Field Teaching Practices: What Educational Leaders Need to Know. |
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| 505 | 0 | |a TABLE OF CONTENTS; FOREWORD; PREFACE; CHAPTER 1: THE MEANING OF OUT-OF-FIELD TEACHING FOR EDUCATIONAL LEADERSHIP: If We Just Knew ... ; INTRODUCTION; A BOURDIEUSIAN STANDPOINT ON SCHOOL LEADERSHIP; MAPPING THE SCHOOL LEADERSHIP FIELD; DEFINITIONS OF CONCEPTS; A SURVEY TOOL: INFORMATION FOR SCHOOL-LEADERS; SUMMARY; CHAPTER 2: SEEKING ANSWERS IN LITERATURE: Is "The Office" an Obstacle for Effective Leadership?; INTRODUCTION; MISCONCEPTIONS ABOUT THE OUT-OF-FIELD PHENOMENON ARE WIDESPREAD; PRESSURE ON SCHOOL LEADERSHIP; IMPLICATIONS OF OUT-OF-FIELD PLACEMENTS FOR TEACHERS AND SCHOOL LEADERSHIP. | |
| 505 | 8 | |a Awareness of the Realities of Out-of-Field TeachingRecruitment Challenges and Related Workforce Stability; Restricting Effective Leadership; DEFINING QUALITY TEACHING; Out-of-Field Teaching and Teacher Quality; TEACHING CHARACTERISTICS AND THE LEARNING ENVIRONMENT; PRODUCTIVITY AND OUT-OF-FIELD TEACHING; SCHOOL-LEADERS' EFFECTIVENESS WITHIN THE OUT-OF-FIELD PHENOMENON'S SPACE; THE OUT-OF-FIELD PHENOMENON'S INFLUENCE ON TEACHERS AS PROFESSIONALS; THE OUT-OF-FIELD PHENOMENON AND TEACHERS AS RESOURCE INVESTMENTS; Influence on Empowerment and Support Programs. | |
| 505 | 8 | |a INTER-RELATIONS BETWEEN LITERATURE REVIEWED AND THE STUDYTHE IMPORTANCE OF KNOWING FOR SCHOOL LEADERSHIP; BUILDING HEALTHY SCHOOL COMMUNITIES; CHAPTER 3: LOOKING THROUGH DIFFERENT LENSES: Evidence-Based Information Improves Healthy School Communities; INTRODUCTION; SCHOOL-LEADERS' ACCOUNTABILITY TO THE SCHOOL COMMUNITY; EMPATHY AND TRUST BUILD THE SCHOOL COMMUNITY; THE OUT-OF-FIELD PHENOMENON, COLLABORATION AND THE MEANING FOR SCHOOL COMMUNITIES; LEADERS' ROLE IN BUILDING A HEALTHY COMMUNITY; SUMMARY; CHAPTER 4: TURNING THE TEACHING WORKFORCE AND WORKPLACE AROUND WITH OPEN DISCUSSIONS. | |
| 505 | 8 | |a INTRODUCTIONLEARNING FROM ACTUAL EXPERIENCES; Perceptions about School Leadership: Ivory-Tower Aestheticism; The School Budget versus Classroom Pedagogies?; Parents: Information about Out-of-Field Teaching on a Need-to-Know Basis?; Respect for the "Knowledgeable Other" in the Classroom; School Leadership Teams and the Workplace Climate; The Lifeworld, The "Workplace" of Out-of-Field Teachers: Smoke-and-Mirrors?; Human Capital Management: Adapt, Transform, Redeploy-Because It Matters?; Expectations, Utilisation and Deployment: Suitably Versus Unsuitably Qualified Teachers. | |
| 505 | 8 | |a Feelings of Failure: "Whose Problem Is It to Manage?"Stress, Tension and Strain in Classrooms; The Unacknowledged Dilemma: Managing Expectations while in an Out-of-Field Position; Teachers as Rule-Followers; Influence of Expertise and Suitably Assigned Teachers; "Interactive Leadership" towards Teamwork; Back to the Future; CHAPTER 5: THE INFLUENCES ON THE TEACHING WORKFORCE: Epistemological and Intuitive; INTRODUCTION; Pressure and the Meaning for Occupational Conditions; Generating Scepticism about the Quality of Teaching That Schools Offer. | |
| 520 | 8 | |a Society perceives the role of school leaders as "fixers." Yet the author poses some confronting questions: can they fix or manage the out-of-field phenomenon without having in-depth knowledge and understanding? Can educators teach the next generation of teachers and school leaders without appreciating the realities of the workplace? Can policymakers develop effective policies without a deeper understanding of the workforce issues that influence quality education beyond the obvious issues? Many dilemmas face today's teaching workforce and workplaces. The book takes the reader on a journey as experienced in real life by teachers and school leaders. It aims an extreme global focus on the quality of education and on governments' achievements in providing opportunities to prepare the next generation of students for their future. | |
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