IOE EPrints

The teacher-leader's dilemma : authority and knowledge building in collaborative practice

Eddy Spicer, David H (2010) The teacher-leader's dilemma : authority and knowledge building in collaborative practice. In: UNSPECIFIED.

Full text not available from this repository.

Abstract

This case study of a teaching team investigates the ways in which authority operates in the development of professional knowledge. The study analyzes the interaction of a teacherleader and a science teacher team across two settings of professional development organized to promote curricular reform in their U.S. secondary school. The analysis reveals how acknowledged expertise, or epistemic authority, functions to open up or close down possibilities for engagement around subject matter, teaching, and student learning. The study advances an expanded view of epistemic authority in knowledge building as the negotiation of difference through implicit control.

Item Type: Conference or Workshop Item (Other)
Additional Information: M1 - Paper
Divisions: IOE Departments > Departments > London Centre for Leadership in Learning
Depositing User: Atira Pure
Date Deposited: 01 Jun 2013 04:34
Last Modified: 29 Jan 2015 10:38
View Item View Item