From Teacher to Manager

White, R. D.; Hockley, Andrew; Jansen, Julie van der Horst; Laughner, Melissa S.

doi:10.1017/9781009406505

Cited by 19 publications

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Teacher Leadership

Reinders¹

2022

The TESOL Encyclopedia of English Language Teaching

View full text Add to dashboard Cite

The quality of leadership is one of the most significant factors in educational success, but the skills necessary for taking on responsibility for self and others are not usually taught and supported. In this entry we look at the current role of leadership in language education, review common types of leadership, and consider the attributes individuals display in leadership roles. We conclude with a number of implications for pre‐service and in‐service language teacher training, as well as the broader TESOL field.

show abstract

Teacher Leadership

Reinders¹

2022

The TESOL Encyclopedia of English Language Teaching

View full text Add to dashboard Cite

show abstract

Beyond Good Teaching Practices: Language Teacher Leadership From the Learners’ Perspective

Whitehead

Greenier

2019

TESOL Quarterly

View full text Add to dashboard Cite

Teacher leadership has been given increased recognition in general education as a means to empower teachers as professionals and improve educational outcomes. However, it has not received as much attention in the field of English language teaching (ELT), and research that has been conducted in this area has tended to focus predominantly on program management. This study focused on examining learners’ perspectives of language teacher leadership with the aim of contributing to a more complete conceptualization of teacher leadership in ELT. Twenty South Korean university students were interviewed to explore their opinions of what language teacher leadership entails in terms of teacher practices and characteristics. The findings reveal an ensemble of qualities—under the categories of passion, rapport, purpose, and balance and flexibility—that learners believe to be essential to language teacher leadership. The findings also indicate that learners’ ideas about leadership in the language classroom go beyond classroom practices, are distinct from traditional views of leadership, and differ from the way in which many language teachers see leadership in their classrooms.

show abstract

“If I Don’t Do It, Somebody Else Will”: Covert Neoliberal Policy Discourses in the Decision‐Making Processes of an Intensive English Program

Litzenberg

2020

TESOL Quarterly

View full text Add to dashboard Cite

Intensive English programs (IEPs) have traditionally been central actors in promoting teacher professional development, curricular innovations, and applied linguistics and second language acquisition research. Yet at the same time, the programs are also central actors in neoliberal linguistic commodification. This article demonstrates how neoliberalism influences the covert policy discourses of the decision‐making processes of an IEP. Using an analytic autoethnographic approach to present an interwoven series of narratives and analyses, the article argues that IEP administrators, faculty, and staff are limited in how they can contest their complicity at propelling a neoliberal institution profiting from language education. The article also demonstrates how neoliberal positioning took precedence over pedagogical discourses in certain decision‐making processes and impeded the experimentation and exercise of an innovative curriculum, and it suggests ways that the neoliberal orientation of IEPs currently impacts and eventually may alter the nature of MA TESOL. The issues presented here not only reflect the experiences and concerns of professionals in English language teaching, but they are also timely in that IEPs have been largely underrepresented in the expanding discussions of the relationship between applied linguistics, its subfields, and neoliberalism.

show abstract

From Teacher to Manager

Cited by 19 publications

References 0 publications

Teacher Leadership

Teacher Leadership

Beyond Good Teaching Practices: Language Teacher Leadership From the Learners’ Perspective

“If I Don’t Do It, Somebody Else Will”: Covert Neoliberal Policy Discourses in the Decision‐Making Processes of an Intensive English Program

Contact Info

Product

Resources

About