A theoretical Framework about Leadership perspectives and Leadership styles in the Didactic Room

Abstract

This paper presents leadership perspectives and leadership styles in the didactic room. The paper problematizes and develops new knowledge concerning the complex and often paradoxical circumstances that characterize teachers' leadership. The aim is to develop new knowledge about teachers' leadership perspectives and styles in the didactic room. Our literature review demonstrates a lack of an explicit and unifying concept that encompasses teachers' various perspectives and behavioral styles in the didactic room. The meaning of the concept -perspective‖ precedes the implementation of an individual style of leadership by promoting alternative overviews that the teacher can use, depending on the context, situated activity/task, and student. Any style of leadership will then refer to a specific social behavior. Our result shows that using conscious didactic action skills, teachers can act more effectively and qualitatively better approach new and unpredictable problem situations.

Teachers‘ Leadership in the Didactic Room: A Systematic Literature Review of International Research

“…The first problem has to do with the existence of unclear boundaries between different types of leadership in educational contexts (Neumerski, 2012). Therefore, we specifically argue for a systematic use of the terms "didactic room" and "didactic leadership" (Augustsson & Boström, 2012). The purpose is to present an integrated theoretical approach that, can coalesce teachership and leadership in time and space (see Figure 1).…”

“…The didactic room is best understood as a non-spatial context of an interaction between teaching and learning. Scoping teachers' leadership of the didactic room fills an existing research knowledge gap that can be covered by the concept of didactic leadership (Augustsson & Boström, 2012). Didactic leadership refers to teachers in their indirect or direct relations with individual students or student groups based on a conscious didactic approach.…”

Student teachers’ perspectives towards teacher leadership

“…A common understanding of teacher leadership entails the leadership practises implemented by teachers inside their classrooms. In this case, the main followers of teachers who practise leadership are the students (Augustsson & Boström, 2012). However, other scholars link teacher leadership to leading colleagues through training and coaching activities, in this case the followers are colleagues (Henning, 2006;Lowery-Moore, Latimer, & Villate, 2016;Taylor, Yates, Meyer, & Kinsella, 2011).…”

Teachers’ Perceptions of Gender Differences -What about Boys and Girls in the Classroom?

“…In policy documents and curriculum texts, teachers' didactic skills are emphasized and are considered to enhance teachers' professionalism and to be important supports in teaching. A central concept within didactical theory is the didactic room (Augustsson & Boström, 2012), which is described below and will be used to operationalize the empirical data.…”