{"title":"成为教师领导者:资本获取与积累","authors":"Haiyan Qian, A. Walker","doi":"10.1080/0305764X.2022.2047891","DOIUrl":null,"url":null,"abstract":"ABSTRACT As an acknowledged example of a carefully structured teacher learning system, Shanghai has a long tradition of using expert teachers to drive teacher learning both within and across schools. This article tracks the work voyages of eight expert teachers in Shanghai using three forms of capital. The purpose of the paper is to explore how these teachers obtained and accumulated their human, social and symbolic capital from when they entered the profession as novice teachers to their present standing as influential expert teachers. The article identifies the significant people and critical events that facilitated capital accumulation throughout their professional voyages. Conditions conducive for teacher leaders to emerge and exert leadership are unravelled and delineated. These conditions include a centralised and policy-driven structure and the dominant societal culture with high regard for education and seniority. More research is needed to know if the study’s findings hold currency across different contexts.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Becoming a teacher leader: capital acquisition and accumulation\",\"authors\":\"Haiyan Qian, A. Walker\",\"doi\":\"10.1080/0305764X.2022.2047891\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT As an acknowledged example of a carefully structured teacher learning system, Shanghai has a long tradition of using expert teachers to drive teacher learning both within and across schools. This article tracks the work voyages of eight expert teachers in Shanghai using three forms of capital. The purpose of the paper is to explore how these teachers obtained and accumulated their human, social and symbolic capital from when they entered the profession as novice teachers to their present standing as influential expert teachers. The article identifies the significant people and critical events that facilitated capital accumulation throughout their professional voyages. Conditions conducive for teacher leaders to emerge and exert leadership are unravelled and delineated. These conditions include a centralised and policy-driven structure and the dominant societal culture with high regard for education and seniority. More research is needed to know if the study’s findings hold currency across different contexts.\",\"PeriodicalId\":47730,\"journal\":{\"name\":\"Cambridge Journal of Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2022-03-24\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cambridge Journal of Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/0305764X.2022.2047891\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cambridge Journal of Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/0305764X.2022.2047891","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Becoming a teacher leader: capital acquisition and accumulation
ABSTRACT As an acknowledged example of a carefully structured teacher learning system, Shanghai has a long tradition of using expert teachers to drive teacher learning both within and across schools. This article tracks the work voyages of eight expert teachers in Shanghai using three forms of capital. The purpose of the paper is to explore how these teachers obtained and accumulated their human, social and symbolic capital from when they entered the profession as novice teachers to their present standing as influential expert teachers. The article identifies the significant people and critical events that facilitated capital accumulation throughout their professional voyages. Conditions conducive for teacher leaders to emerge and exert leadership are unravelled and delineated. These conditions include a centralised and policy-driven structure and the dominant societal culture with high regard for education and seniority. More research is needed to know if the study’s findings hold currency across different contexts.
期刊介绍:
Cambridge Journal of Education publishes original refereed articles on all aspects of education, with a particular emphasis on work that contributes to a shared understanding amongst academic researchers, theorists, practising teachers, policy-makers and educational administrators. The journal also welcomes the submission of systematic review articles that summarise and offer new insights into specific areas of educational concern. With a wide international readership, Cambridge Journal of Education publishes contributions drawn from different educational systems and cultures enabling continued in-depth discussion of global educational theory, policy and practice. The journal’s Special Issue programme encourages and stimulates focused discussion and engagement with significant themes and responses to topics raised by readers and contributors. Cambridge Journal of Education welcomes proposals for future editions.