|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|356832||1435411||2016||10 صفحه PDF||سفارش دهید||دانلود رایگان|
این مقاله ISI می تواند منبع ارزشمندی برای تولید محتوا باشد.
- تولید محتوا برای سایت و وبلاگ
- تولید محتوا برای کتاب
- تولید محتوا برای نشریات و روزنامه ها
پایگاه «دانشیاری» آمادگی دارد با همکاری مجموعه «شهر محتوا» با استفاده از این مقاله علمی، برای شما به زبان فارسی، تولید محتوا نماید.
• School leaders are responsible and accountable to lead out-of-field teachers towards success.
• School leaders’ awareness of out-of-field teachers’ lived experiences transform and inform leadership styles.
• Out-of-field teaching practices and experiences have the potential to be transformed into positive challenges and professional learning opportunities depending on leaders support.
• School leaders’ focus on human capital through in-depth discussions with out-of-field teachers stimulates open communication and encourage negotiations which can transform the implications the out-of-field phenomenon have for performance and achievement in the teaching and learning environment.
This paper claims that well informed and engaged school leaders turn the implications of out-of-field teaching practices into positive challenges. Teachers teaching outside their fields of qualification or expertise influence the quality of teaching and learning. A phenomenological approach moves beyond existing statistics on the out-of-field phenomenon towards an in-depth understanding of the lifeworld of teachers in these positions. Through various lenses of educational directors, principals, specialists, out-of-field teachers and parents, the paper examines unsettling truths about the pressures surrounding the out-of-field phenomenon. The findings offer evidence of the transformation school leaders can bring about. The paper asserts that an in-depth understanding of the phenomenon influences school leaders’ decisions. Identification of tension between lived experiences and leaders’ perceptions inform recommendations.
Journal: International Journal of Educational Research - Volume 79, 2016, Pages 42–51