Abstracts
Abstract
This paper is drawn from a mixed methods study, which examined the leadership practices of teachers in the Level Three Classroom Teachers program in Western Australia. Three archetypal characters, the Torch Bearer, Weary Juggler, and Heckler, are used to represent the diverse leadership experiences of these “expert” teachers and the extent to which they embraced or resisted policy constructions of teacher leadership. Narrative analysis and the construction of these representations provided the means of inserting teachers’ voices and problematizing dominant discourses on teacher leadership in a way that invites policymakers to reconsider the larger narrative of teacher leadership, along with the personal dimension of leadership work.
Résumé
Cet article présente des données recueillies grâce à une variété de méthodes dans le cadre d’une recherche explorant les pratiques de leadership d’enseignants oeuvrant en classes Level Three, en Australie occidentale. Trois archétypes sont utilisés pour représenter les différentes expériences de leadership de ces enseignants « experts » et la manière dont ils se sont engagés ou ont résisté au développement de politiques en leadership enseignant : le Porteur de flambeau (Torch Bearer), le Jongleur épuisé (Weary Juggler) et le Chahuteur (Heckler). L’analyse narrative et l’élaboration de ces représentations ont permis d’intégrer les points de vue des enseignants et de faire ressortir les problématiques présentes dans les discours dominants sur le leadership enseignant. Par conséquent, les responsables de l’élaboration de politiques sont invités à reconsidérer leur conception globale du leadership enseignant, ainsi que la dimension personnelle des efforts de leadership.
Appendices
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