Book chapter
Leading the transformation of learning and praxis in science classrooms
Second International Handbook of Science Education, pp.839-849
Springer Netherlands
2011
Abstract
Individual science teachers who have inspired colleagues to transform their classroom praxis have been labelled transformational leaders. As the notion of distributed leadership became more accepted in the educational literature, the focus on the individual teacher-leader shifted to the study of leadership praxis both by individuals (whoever they might be) and by collectives within schools and science classrooms. This review traces the trajectory of leadership research, in the context of learning and teaching science, from an individual focus to a dialectical relationship between individual and collective praxis. The implications of applying an individual-collective perspective to praxis for teachers, students and their designated leaders are discussed.
Details
- Title
- Leading the transformation of learning and praxis in science classrooms
- Authors/Creators
- S.M. Ritchie (Author/Creator) - Queensland University of Technology
- Contributors
- B.J. Fraser (Editor)K.G. Tobin (Editor)C.J. McRobbie (Editor)
- Publication Details
- Second International Handbook of Science Education, pp.839-849
- Publisher
- Springer Netherlands
- Identifiers
- 991005541559807891
- Copyright
- 2012 Springer Science+Business Media B.V.
- Murdoch Affiliation
- Murdoch University
- Language
- English
- Resource Type
- Book chapter
- Note
- Vol. 24
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