Successful school improvement is dependent on schools’ capacities to initiate and manage change and development. As teachers are key actors in schools, this change capacity of schools can be increased by using and supporting the change capacity of teachers. Teachers’ change capacity can be understood as the ability of teachers – individually or collectively, through development, inspiration and research – to provide direction and exert influence on their colleagues, school leaders and other school community members. This so-called ‘teacher leadership’ requires specific skills and knowledge. Initial teacher education programmes do not, however, adequately prepare teachers for leadership roles, leaving many teachers ill-prepared to exercise leadership beyond their classrooms. Marco Snoek aims to provide insight into the extent to and ways in which post-initial learning arrangements that focus on teacher leadership contribute to teacher development and school development.
M. Snoek, Developing Teacher Leadership and its Impact in Schools.
Prof. M.L.L. Volman
Prof. J.W.M. Kessels
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