Research

The teacher-leader’s dilemma: authority and knowledge building in collaborative practice


Reference:

Eddy Spicer, D. H., 2010. The teacher-leader’s dilemma: authority and knowledge building in collaborative practice. In: American Educational Research Association Annual Meeting, 2010-04-30 - 2010-05-04, Denver, CO..

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    Abstract

    This case study of a teaching team investigates the ways in which authority operates in the development of professional knowledge. The study analyzes the interaction of a teacherleader and a science teacher team across two settings of professional development organized to promote curricular reform in their U.S. secondary school. The analysis reveals how acknowledged expertise, or epistemic authority, functions to open up or close down possibilities for engagement around subject matter, teaching, and student learning. The study advances an expanded view of epistemic authority in knowledge building as the negotiation of difference through implicit control.

    Details

    Item Type Conference or Workshop Items (Paper)
    CreatorsEddy Spicer, D. H.
    Uncontrolled Keywordssemiotics, educational change, sociocultural patterns, knowledge base for teaching, participative decision making, teacher leadership
    DepartmentsFaculty of Humanities & Social Sciences > Education
    Research CentresCentre for Socio-cultural and Activity Theory Research (CSAT)
    RefereedNo
    StatusUnpublished
    ID Code23712

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