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Plurality or Linearity: What is the Experience of Emerging as a School Leader in the English Context?

Fox, Alison (2016). Plurality or Linearity: What is the Experience of Emerging as a School Leader in the English Context? Universal Journal of Educational Research, 4(5) pp. 1129–1141.

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URL: http://dx.doi.org/10.13189/ujer.2016.040524
DOI (Digital Object Identifier) Link: https://doi.org/10.13189/ujer.2016.040524
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Abstract

This study in an English context focused on the development of teachers identified as 'emergent' school leaders. It explored the aspirations and experiences of such leaders, applying a sociocultural view of identity development. Five participants from across school phases, backgrounds and ages were interviewed and generated participant learning logs over 1- 3 years. This paper focuses on the visual representations of these leaders' identity development, to reveal their multiple identities. Whilst identity development was unique, three of the leaders aspired to become senior leaders and two to become 'valued peers'. This paper poses the question as to whether schools and those supporting school leaders fully appreciate and support such plurality?

Item Type: Journal Item
Copyright Holders: 2016 The Authors
ISSN: 2332-3205
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Education
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 48282
Depositing User: Alison Fox
Date Deposited: 25 Jan 2017 15:22
Last Modified: 02 May 2019 17:34
URI: http://oro.open.ac.uk/id/eprint/48282
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