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

David H Eddy Spicer

Research output: Contribution to conferencePaper

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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.
Original languageEnglish
Publication statusUnpublished - 1 May 2010
EventAmerican Educational Research Association Annual Meeting - Denver, CO., USA United States
Duration: 30 Apr 20104 May 2010

Conference

ConferenceAmerican Educational Research Association Annual Meeting
CountryUSA United States
CityDenver, CO.
Period30/04/104/05/10

Keywords

  • semiotics
  • educational change
  • sociocultural patterns
  • knowledge base for teaching
  • participative decision making
  • teacher leadership

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