Liderança do professor: objetivo básico da gestão educativa
DOI:
https://doi.org/10.35362/rie670205Palavras-chave:
liderança educativa / formação do professorado / liderança do professorado / desenvolvimento do professorado / qualidade educativa.Resumo
SÍNTESE:Numerosos relatórios evidenciam a relação entre a gestão, os processos de liderança educativa e as conquistas na qualidade da educação. Neste estudo destacamos a importância da liderança do professor como um objetivo fundamental da gestão nos centros educativos que queiram se distinguir por sua liderança pedagógica. Também revisamos a bibliografia mais representativa da última década sobre liderança e educação, buscando aquelas publicações que façam referência à liderança do professor. Começamos definindo o conceito para, a seguir, resgatar os principais traços das pesquisas mais recentes sobre as características próprias do docente como líder, e destacar os focos de estudo que se abriram recentemente sobre o tema. Dado que a principal dificuldade é encontrar fontes que trabalhem este tema específico, abordamos o tema mediante os estudos existentes sobre outras duas temáticas relacionadas: alguns tipos de liderança e o desenvolvimento profissional do professorado.
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Referências
Aguerrondo, I. y Vezub, L. (2011). «Leadership for effective school improvement: support for schools and teachers’ professional development in the latin american region». En T. Townsend y J. MacBeath (eds.), International handbook of leadership for learning. Rotterdam: Springer, pp. 691-615.
Álvarez, M. (2010). Liderazgo compartido: Buenas prácticas de dirección escolar. Madrid: Wolters Kluwer.
Argos, J. y Ezquerra, P. (eds.) (2013). Liderazgo y educación. Santander: Editorial de la Universidad de Cantabria.
Ayalon, A. (2011). Teacher as mentors: models for promoting achievement with disadvantages and underrepresented students by creating community. Sterling, Va.: Stylus.
Beatty, B. R. (2011). Leadership and teacher emotions. En C. Day y C. K. Lee (eds.), New understandings of teacher’s work: emotions and educational change. Dordrecht: Springer Netherlands, pp. 217-242.
Bolívar, A., López, J. y Murillo, F. J. (2013). «Liderazgo en las instituciones educativas. Una revisión de líneas de investigación». Revista Fuentes, 14, pp. 15-60.
Creemers, B., Kyriakides, L. y Antoniou, P. (2013). Teacher professionalism development for improving quality of teaching. London: Springer.
Darling-Hammond, L. y Baratz-Snowden, J. (2005). A good teacher in every classroom. San Francisco: Jossey Bass.
Darling-Hammond, L. y otros (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. N. P.: National Staff Development Council.
Day, C. (2012). «New lives of teachers». Teacher Education Quarterly, 39(1), pp. 7-26.
Day, C. y otros (2009). «Commited for life? Variations in teachers’ work, lives and effectiveness». En M. Bayer y otros (eds.), Teacher’s career trajectories and work lives. London: Springer, pp. 49-70.
Day, C. y otros (2010). «10 strong claims about successful school leadership», 2010. Resource document. National College of Leadership of Schools and Children’s Services. Disponible en: http://www.almaharris.co.uk/files/10strongclaims.pdf
Frost, D. y Harris, A. (2003). «Teacher leadership: towards a research agenda». Cambridge Journal of Education, 33(3), pp. 479-498.
Gil, F. y otros (2013). «El liderazgo educativo en el contexto del aula». En J. Argos y P. Ezquerra (eds.), Liderazgo y educación. Santander: Universidad de Cantabria, pp. 99-124.
Groundwater-Smith, S. y Mockler, N. (2009). Teacher professional learning in an age of compliance: mind the gap. UK: Springer.
Hargreaves, A. (2002). «Teaching in a box. Emotional geographies of teaching». En C. Sugure y C. Day (eds.), Development teachers and teaching practice. International research perspectives. London: Routledge-Falmer.
Harris, A. (2009). «Distributed leadership: what we know». En A. Harris (ed.), Distributed leadership: different perspectives. Dordrecht: Springer Netherlands, pp. 11-21.
Harris, A. y Muijs, D. (2004). «Teacher leadership, a research project funded by the General Teaching Council and National Union of Teachers». Disponible en: http://www.ei-ie.org/en/websections/content_detail/3272.
Hué García, C., Esteban Serrano, J. L. y Bardisa Ruiz, T. (2012). El liderazgo educativo: proyectos de éxito escolar. Madrid: Ministerio de Educación.
Leithwood, K. y Louis, K. S. (eds.), (2011). Linking leadership to student learning. San Francisco: Jossey-Bass.
Leithwood, K. y otros (2006). Successful school leadership: what it is and how it influences pupil learning. UK: University of Nottingham.
López Yáñez, J. y Lavié Martínez, J. M. (2010). «Liderazgo para sostener procesos de innovación en la escuela». Revista de Curriculum y Formación del Profesorado, 14(1), pp. 1-22.
MacBeath, J. (2012). «The future teaching profession». Resource document. Education International Research Institute. University of Cambridge. Faculty of Education. Disponible en: http://download.ei-ie.org/Docs/WebDepot/EI%20Study%20on%20the%20Future%20of%20Teaching%20Profession.pdf.
MacBeath, J. y Cheng, Y. C. (2008). Leadership for learning: international perspectives. Rotterdam: Sense Publishers.
MacBeath, J. y Townsend, T. (2011). «Thinking and acting both locally and globally: what do we know now and how do we continue to improve?». En T. Townsend y J. MacBeath (eds.), International handbook of leadership for learning. Dordrecht: Springer Netherlands, pp. 1237-1254.
McMahon, M. (2011). «Leaders of learning: accomplished teachers as teacher leaders». En T. Townsend y J. MacBeath (eds.), International handbook of leadership for learning. Dordrecht: Springer Netherlands, pp. 1237-1254.
Melton, T., Mallory, B. y Green, J. (2010). «Identifying and assessing dispositions of educational leadership candidates». Education leadership and administration, 22, pp. 46-60.
Mulford, B. (2010). «Recent developments in the field of educational leadership: the challenge of complexity». En A. Hargreaves y otros, (eds.), Second international handbook of educational change. London: Springer, pp. 187–208.
ocde (2009). «TALIS (Estudio internacional sobre la enseñanza y el aprendizaje. Informe español 2009». Madrid: Ministerio de Educación, Cultura y Deporte. Disponible en: www.mecd.gob.es/dctm/ievaluacion/internacional/pdf-imprenta-25-oct-2010-estudio-talis.pdf?documentId=0901e72b805449dd.
ocde (2012). «Panorama de la educación. Indicadores de la OCDE 2012. Informe español». Madrid: Ministerio de Educación, Cultura y Deporte. Disponible en: http://www.mecd.gob.es/dctm/inee/internacional/panorama2012.pdf?documentId=0901e72b81415d28.
Palmer, P. (2007). The courage to teach: exploring the inner landscape of a teacher´s life. San Francisco, CA: Jossey-Bass.
Pounder, D. (2012). «School leadership preparation and practice survey instruments and their uses». Journal of Research on Leadership Education, 7(2), pp. 254-274.
Robinson, V. M. J. (2010). «From instructional leadership to leadership capabilities: empirical findings and methodological challenges». Leadership and Policy in Schools, 9(1), 1-26.
Scheerens, J. (ed.) (2012). «School leadership effects revisited. Review and meta-analysis of empirical studies». Dordrecht: Springer.
Stone-Jonhson (2009). «Regenerating teachers». En M. Bayer y otros (eds.), Teacher’s career trajectories and work lives. London: Springer.
Tichy, N. (2003). Líderes en acción. Cómo formar líderes en todos los niveles de una organización. México: Compañía Editorial Continental cecsa.
Troman, G. y Woods, P. (2009). «Careers under stress: teacher adaptations at a time of intensive reform». En M. Bayer y otros (eds), Teacher’s career trajectories and work lives. London: Springer, pp.117-135.
York-Barr, J. y Duke, K. (2004). «What do we know about teacher leadership? Findings from two decades of scholarship». Review of Educational Research, 74(3), pp. 255–316.
Zembylas, M. y Schutz, P. A. (2009). «Reserch on teachers’ emotions in education: findings, practical implications and future agenda». En P. A. Schutz y M. Zembylas (eds.), Advances in teacher emotion research: the impact on teachers’ lives. Boston: Springer, pp. 367-377.
Álvarez, M. (2010). Liderazgo compartido: Buenas prácticas de dirección escolar. Madrid: Wolters Kluwer.
Argos, J. y Ezquerra, P. (eds.) (2013). Liderazgo y educación. Santander: Editorial de la Universidad de Cantabria.
Ayalon, A. (2011). Teacher as mentors: models for promoting achievement with disadvantages and underrepresented students by creating community. Sterling, Va.: Stylus.
Beatty, B. R. (2011). Leadership and teacher emotions. En C. Day y C. K. Lee (eds.), New understandings of teacher’s work: emotions and educational change. Dordrecht: Springer Netherlands, pp. 217-242.
Bolívar, A., López, J. y Murillo, F. J. (2013). «Liderazgo en las instituciones educativas. Una revisión de líneas de investigación». Revista Fuentes, 14, pp. 15-60.
Creemers, B., Kyriakides, L. y Antoniou, P. (2013). Teacher professionalism development for improving quality of teaching. London: Springer.
Darling-Hammond, L. y Baratz-Snowden, J. (2005). A good teacher in every classroom. San Francisco: Jossey Bass.
Darling-Hammond, L. y otros (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. N. P.: National Staff Development Council.
Day, C. (2012). «New lives of teachers». Teacher Education Quarterly, 39(1), pp. 7-26.
Day, C. y otros (2009). «Commited for life? Variations in teachers’ work, lives and effectiveness». En M. Bayer y otros (eds.), Teacher’s career trajectories and work lives. London: Springer, pp. 49-70.
Day, C. y otros (2010). «10 strong claims about successful school leadership», 2010. Resource document. National College of Leadership of Schools and Children’s Services. Disponible en: http://www.almaharris.co.uk/files/10strongclaims.pdf
Frost, D. y Harris, A. (2003). «Teacher leadership: towards a research agenda». Cambridge Journal of Education, 33(3), pp. 479-498.
Gil, F. y otros (2013). «El liderazgo educativo en el contexto del aula». En J. Argos y P. Ezquerra (eds.), Liderazgo y educación. Santander: Universidad de Cantabria, pp. 99-124.
Groundwater-Smith, S. y Mockler, N. (2009). Teacher professional learning in an age of compliance: mind the gap. UK: Springer.
Hargreaves, A. (2002). «Teaching in a box. Emotional geographies of teaching». En C. Sugure y C. Day (eds.), Development teachers and teaching practice. International research perspectives. London: Routledge-Falmer.
Harris, A. (2009). «Distributed leadership: what we know». En A. Harris (ed.), Distributed leadership: different perspectives. Dordrecht: Springer Netherlands, pp. 11-21.
Harris, A. y Muijs, D. (2004). «Teacher leadership, a research project funded by the General Teaching Council and National Union of Teachers». Disponible en: http://www.ei-ie.org/en/websections/content_detail/3272.
Hué García, C., Esteban Serrano, J. L. y Bardisa Ruiz, T. (2012). El liderazgo educativo: proyectos de éxito escolar. Madrid: Ministerio de Educación.
Leithwood, K. y Louis, K. S. (eds.), (2011). Linking leadership to student learning. San Francisco: Jossey-Bass.
Leithwood, K. y otros (2006). Successful school leadership: what it is and how it influences pupil learning. UK: University of Nottingham.
López Yáñez, J. y Lavié Martínez, J. M. (2010). «Liderazgo para sostener procesos de innovación en la escuela». Revista de Curriculum y Formación del Profesorado, 14(1), pp. 1-22.
MacBeath, J. (2012). «The future teaching profession». Resource document. Education International Research Institute. University of Cambridge. Faculty of Education. Disponible en: http://download.ei-ie.org/Docs/WebDepot/EI%20Study%20on%20the%20Future%20of%20Teaching%20Profession.pdf.
MacBeath, J. y Cheng, Y. C. (2008). Leadership for learning: international perspectives. Rotterdam: Sense Publishers.
MacBeath, J. y Townsend, T. (2011). «Thinking and acting both locally and globally: what do we know now and how do we continue to improve?». En T. Townsend y J. MacBeath (eds.), International handbook of leadership for learning. Dordrecht: Springer Netherlands, pp. 1237-1254.
McMahon, M. (2011). «Leaders of learning: accomplished teachers as teacher leaders». En T. Townsend y J. MacBeath (eds.), International handbook of leadership for learning. Dordrecht: Springer Netherlands, pp. 1237-1254.
Melton, T., Mallory, B. y Green, J. (2010). «Identifying and assessing dispositions of educational leadership candidates». Education leadership and administration, 22, pp. 46-60.
Mulford, B. (2010). «Recent developments in the field of educational leadership: the challenge of complexity». En A. Hargreaves y otros, (eds.), Second international handbook of educational change. London: Springer, pp. 187–208.
ocde (2009). «TALIS (Estudio internacional sobre la enseñanza y el aprendizaje. Informe español 2009». Madrid: Ministerio de Educación, Cultura y Deporte. Disponible en: www.mecd.gob.es/dctm/ievaluacion/internacional/pdf-imprenta-25-oct-2010-estudio-talis.pdf?documentId=0901e72b805449dd.
ocde (2012). «Panorama de la educación. Indicadores de la OCDE 2012. Informe español». Madrid: Ministerio de Educación, Cultura y Deporte. Disponible en: http://www.mecd.gob.es/dctm/inee/internacional/panorama2012.pdf?documentId=0901e72b81415d28.
Palmer, P. (2007). The courage to teach: exploring the inner landscape of a teacher´s life. San Francisco, CA: Jossey-Bass.
Pounder, D. (2012). «School leadership preparation and practice survey instruments and their uses». Journal of Research on Leadership Education, 7(2), pp. 254-274.
Robinson, V. M. J. (2010). «From instructional leadership to leadership capabilities: empirical findings and methodological challenges». Leadership and Policy in Schools, 9(1), 1-26.
Scheerens, J. (ed.) (2012). «School leadership effects revisited. Review and meta-analysis of empirical studies». Dordrecht: Springer.
Stone-Jonhson (2009). «Regenerating teachers». En M. Bayer y otros (eds.), Teacher’s career trajectories and work lives. London: Springer.
Tichy, N. (2003). Líderes en acción. Cómo formar líderes en todos los niveles de una organización. México: Compañía Editorial Continental cecsa.
Troman, G. y Woods, P. (2009). «Careers under stress: teacher adaptations at a time of intensive reform». En M. Bayer y otros (eds), Teacher’s career trajectories and work lives. London: Springer, pp.117-135.
York-Barr, J. y Duke, K. (2004). «What do we know about teacher leadership? Findings from two decades of scholarship». Review of Educational Research, 74(3), pp. 255–316.
Zembylas, M. y Schutz, P. A. (2009). «Reserch on teachers’ emotions in education: findings, practical implications and future agenda». En P. A. Schutz y M. Zembylas (eds.), Advances in teacher emotion research: the impact on teachers’ lives. Boston: Springer, pp. 367-377.
Como Citar
Bernal Martínez de Soria, A., & Ibarrola García, S. (2015). Liderança do professor: objetivo básico da gestão educativa. Revista Ibero-Americana De Educação, 67, 55–70. https://doi.org/10.35362/rie670205
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2015-01-01
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