Revealing the balancing act of vertical and shared leadership in Teacher Design Teams

F. Binkhorst; C. L. Poortman; S. E. McKenney; W. R. van Joolingen

doi:10.1016/j.tate.2018.02.006

Revealing the balancing act of vertical and shared leadership in Teacher Design Teams

F. Binkhorst^*, C. L. Poortman, S. E. McKenney, W. R. van Joolingen

^*Corresponding author for this work

University of Twente

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

Teacher Design Teams (TDTs) are professional learning communities in which teachers collaborate to (re)design educational materials. Although studies have indicated that leadership is vital for TDTs’ functioning, providing adequate leadership is challenging. Both shared and vertical leadership are needed, and how to combine them is not obvious. TDT participants and coaches might benefit from insight into what shared and vertical leadership look like in practice. In this study, we monitored two TDTs that used a stepwise method that integrates shared and vertical leadership. Findings reveal that combining shared and vertical leadership in TDTs is possible, but remains a challenging balancing act.

Original language	English
Pages (from-to)	1-12
Number of pages	12
Journal	Teaching and Teacher Education
Volume	72
DOIs	https://doi.org/10.1016/j.tate.2018.02.006
Publication status	Published - 1 May 2018

Funding

This article is part of the project “A Theoretical and Practical basis for Teacher Design Teams”, funded and supported by Centre of Expertise TechYourFuture (The Netherlands).

Keywords

Leadership
Teacher collaboration
Teacher design teams
Teacher professional development

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10.1016/j.tate.2018.02.006

binkhorstFinal published version, 505 KBLicence: Taverne

Cite this

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AB - Teacher Design Teams (TDTs) are professional learning communities in which teachers collaborate to (re)design educational materials. Although studies have indicated that leadership is vital for TDTs’ functioning, providing adequate leadership is challenging. Both shared and vertical leadership are needed, and how to combine them is not obvious. TDT participants and coaches might benefit from insight into what shared and vertical leadership look like in practice. In this study, we monitored two TDTs that used a stepwise method that integrates shared and vertical leadership. Findings reveal that combining shared and vertical leadership in TDTs is possible, but remains a challenging balancing act.

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Revealing the balancing act of vertical and shared leadership in Teacher Design Teams

Abstract

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Keywords

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